Home – Home – Jornals – "Philosophy of Education" 2018 number 3

Introduction . During the period of adolescence and youth, an attitude towards the Motherland and society is laid, social practices begin to be developed, initiative and responsibility are formed. Our fifteen-year experience in holding the All-Russian competition of author's youth projects and projects in the field of education aimed at the social and economic development of Russian territories «My country is my Russia» (2003-2018) demonstrates that civil identity as a dynamic phenomenon and simultaneously a complex one is formed in a young man in the process of acquiring civil experience - experience of participation in the life of his/her country, regions (cities and villages), and local communities. In this regard, it is important for the society and state not to miss the chance «to upbring a responsible and initiative citizen», to form civil identity of a teenager and a young man. It also actualizes special tasks before the education system and state youth policy. The article presents an analysis of approaches to the definition of the concept of «civil identity» as a personal quality necessary for the formation of the younger generation, as well as the author's view on the ways of its formation. Methodology and methods of the research. In preparing the materials for the paper, we used the methods of analysis of scientific sources, content analysis of youth social projects, and a qualitative analysis of pedagogical practice. The empirical base was the results of several competitive events: the All-Russian competition of author's youth projects and projects in the field of education «My country is my Russia» (2003-2018), the contest to identify the best pedagogical experience aimed at the formation of civic identity of students (2017), as well as the data of the sociological survey of the authors of youth projects held in autumn 2017 (the number of respondents was 1,004 people). Results of the research. The scientific novelty of the article is that it presents an author's view on the notion of civic identity of the younger generation on the basis of an interdisciplinary analysis of approaches to the concept and study of pedagogical practice. The analysis of works on the problem of research has shown that in science there are several basic directions regarding the understanding of the essence and structure of the civil identity of the individual. The study is based on the understanding that the formation of civil identity takes place in three aspects: ethnic, all-Russian and general cultural. Based on the analysis of a wide range of sources, the concept of «civic identity» is defined as the key socio-cultural and worldview quality of the individual, manifested in the conscious acceptance by the individual of his/her belonging to a particular state, his/her socio-legal system and culture, to self-identify him/herself with the carriers of a certain worldview, way of thinking and behavior. Conclusion . The question of the formation of the civil identity of the younger generation is considered in the study as a matter of education, implemented in the process of realizing the practices of transferring socio-cultural experience and activating intergenerational ties. In our case, such practices are socially significant youth projects of the All-Russian competition «My country is my Russia». The article is of practical importance, since it shows the opportunities for the formation of the civil identity of the younger generation, which is important in the pedagogical and management practices of the managers and specialists in the education system and youth policy.

Introduction. The paper discusses the concept of patriotism and its role in the mentality of modern Russian society, as well as the status of patriotism in the system of social values. Methodology and methods of the research. The values inherent in any society form a hierarchical system. The division of values in this hierarchy into higher and lower ones is due to certain forms of differences between them. Pro-social values that contribute to the preservation and development of the society can be considered as the higher ones. In practice, however, the higher values are often those that are simply shared by the majority and shaped by educational practices. In this case, it is possible that the pro-social values will be pushed to the wayside. The result is the inversion of values. Results of the research. Analysis of this inversion shows that pro-social values should be the basis for the formation of the hierarchy of values of a particular society, but today it is increasingly not confirmed. In the discourse of studying patriotism as a social phenomenon, national culture, perceived through education and training, should be recognized as the highest value. The value of national culture is mentally so high that it is even possible to sacrifice life to preserve it. It is confirmed by the historical process that as long as there is culture, there is society. Today, however, a false understanding of patriotism as xenophobia is spreading more and more. In addition, patriotism is often a part of ideology imposed by the state. Some authors even consider patriotism as an outdated and unnecessary concept in the modern world. The present paper shows the failure of such approaches.

Introduction . The author defines the boundaries of the concept of «cultural conformity» as a special internal dimension of personality in choosing an action. With this aim, an analysis is conducted of the concept of «thinkableness» as a form of individual internal dimension of the personal and social world. Methodology and methods of the research. The author relies on M. Bakhtin’s approach to the philosophy of action, O. I. Genisaretsky’s view on the thinkableness of the cultural-historical perspective. The author shares O. I. Genisaretsky’s vision concerning the complexity of the phenomenon of thinkableness, and also about of its active role in cultural-historical perspective. The article includes an analysis of understanding of the cultural space due to L. N. Kogan. The author defines subject in accordance with the positions of I. F. Hegel and M. Heidegger. While studying social behavior, characteristics, values, the author refers to the works of E. Durkheim and Erich Fromm. The author takes into account the position of E. Durkheim about the significance of real and value judgments in social development. The dilemma of the analysis is the ratio of individual and social motives in the choice of personality. Assessment of the role of humanitarian education as a sphere of identification is characterized on the basis of the works of A. Filippov. The methods of analysis are the analysis of the philosophical, culturological, sociological and other humanitarian research; the value judgment, conclusion as a result of the analysis, generalization, abstraction, interpretation, ascent from the abstract to the concrete. The method of experimental study of the problem includes questioning of social positions of students, survey, the observation, conversation. Results of the research. The article substantiates the necessity of conceptual strategy of development of cultural thinking of the personality as a value support in his/her choice. The author found a tendency of respondents among students to separate meaning and norms in the social choice. The novelty of the proposed material is the integration of the problem of cultural conformity as a specific and necessary aspect of individual and social experience in the selection of cultural and historical lines as the disclosure of the value-semantic context. This position is defined as the movement towards conscious evolution. The article reveals the value connection of the norm of personal act with the space of cultural sense choices. The novelty of the material is the justification of cultural identity as a necessary dimension of individual and social cultural experience, as well as the quest to uncover value-semantic relationship of the norms of the personal acts in connection with the issue of measurability of cultural space as the degree of awareness of it at the individual and the global levels. Conclusion . The mechanism, offered by the author, for making a value-related decision has practical significance and can be used in social processes as the movement to the normative-semantic consensus in society, including education, in the process of formation of personal properties. It is shown that the culturally conformal thinkableness of an action strengthens the value relationship of the social norm and its individual meaning in the choice of personality, setting the line toward individual and social perfection.

Introduction . The paper deals with the features of professional training in the two-level system of education and specialist’s program in our country. Methodology and methods of research. The research methodology is represented by a set of philosophical, general-scientific, specific scientific and technological levels. The research method is represented by a set of specific forms, methods and means of theoretical and applied research in the field of pedagogy of vocational education. Result of the research. The transition of the national education system to a two-level system of training (Bachelor's, Master's) was connected with Russia’s entering the Bologna agreement, which led to the unification of the educational system of our country with the world system. Since the beginning of the Bologna process, sufficient time has passed, which allows formulating a number of preliminary results. First, in the Soviet system of education the share of time intended for higher education was greater, which allowed to speed up the process of growing up of the student. Secondly, the content of the curriculum of the specialist’s program in the Soviet University was aimed at fundamental, academic training, and in the training in the undergraduate there was a focus on the mastery of competencies and labor functions. Third, since education in the USSR was free at all levels, there was no stratification between students on the property basis. At present, this stratification has taken dangerous proportions. Conclusion . The existing system of two-level education is in the process of formation, it is inferior in a number of parameters to the specialist’s program of the Soviet model, but in the case of successful structural reforms in the economy, the demand for graduates of Bachelor's and Master's courses will increase and economic entities will actively participate in the formation of new educational concepts.

Introduction. On the basis of generalization and concretization of the fundamental laws of philosophy and natural science, fundamental laws of methodology are formulated, on the basis of which structural and functional foundations are revealed within interdepartmental interaction, consolidation of the resources of state and business, science, education and production in the process of education development. Methodology and methods of the research. As the fundamental methodological laws, we use the law of onto-anthropo-socio-genesis, the laws of the genetic development of life (genetic conditioning, the overturning of genetic potential, the advanced reproduction of genetic potential), laws of the harmonious organization of life (essence, energy, measure, harmony, size, information, phenomenon). Results of the research. With the purpose of systemic implementation of laws, a generalized law-principle of genetically conditioned spiral-spindle-fractal harmony is formulated. On the basis of the laws, a model of a single living space of moral education, intellectual and professional development is built, taking into account a single developing material base and information and communication infrastructure in the common logic of the law of onto-anthropo-socio-genesis of human being. The cluster approach is proposed as the organizational basis for the consolidation of public and private resources. The model of interaction is based on the content core of moral intellectual and creative activity. As the information and technological basis for the integration of scientific, educational and production resources within the framework of a single integrity, it is proposed to use digital technologies that allow creating virtual «cluster-like» living spaces. In order to increase the value motivation and system organization of the educational process, it is proposed to orient all its components to the final result. In this case, step diagnostics is proposed in accordance with the level typology of competencies. Conclusion. In accordance with the goal of the study, a methodological model of the formation of innovative human behavior in the context of interaction between education, state and business was developed. Theoretically, on the basis of methodological laws, a conceptual model of the formation of moral intellectual-creative human capital was developed that reveals in its integral unity the essential, intellectual and creative potential of a person that allows to implement the metasystem approach to the design of the content and technology of the educational process, and in the future to build a qualitatively new methodical system in the context of interaction between education, state and business using digital technologies.

Introduction. In this paper we consider the positive and negative aspects of the integration of the Internet into the education system. Methodology and methods of the research. At the philosophical level we use the dialectic of the concrete and the abstract, the concept of the activity essence of personality; at the general scientific level, an integrative approach that allows examining from different directions the interrelationship between the education system and the possibilities of the Internet. The authors used the method of analyzing the scientific literature on the research problem, which allowed thoroughly studying the problem in question, determine the degree of its development and the ways of a productive solution. Results of the research. A brief review of the history of the emergence and development of the information society is given, the role of the Internet in this process is examined. The peculiarities of the Internet and its functions in the modern society are described. The advantages and disadvantages of using the Internet in the education system are identified. Conclusion. The authors come to the conclusion, in general, about the positive impact of the Internet on education and suggest ways to minimize the negative impact of this process, by purposeful formation of students ' skills of using the global information network, taking into account its features and the obstacle to the development of their clip thinking.

Introduction. The article outlines the general view of modern convergence trends between pedagogical anthropology and the existential-dialogic directions of the philosophy of education, and as a consequence of this process, it considers the personality as an open system of education and bringing-up system through interaction, dialogue with the Other, it recognizes the exclusive role of intersubjectivity in «Man-man» systems. The aim of the paper is to consider an intersubjective process of imitation, the transfer of meaningful symbols of professions, to establish the content of this process and its influence on subjectivity in the professional self-determination. Methodology and methods of the research. The research is based on A. Bandura’s socio-psychological theory of social learning, whose basis is the notion of socialization, which clarifies the significant influence of information obtained in intersubjective interaction on the formation of a subjectively significant ideal image of professional activity. The ideal image of professional activity is formed in conditions of age and stage-by-stage formation. The initial and simplest symbol is a gesture, according to the ideas of J. Meade, as the initial stage of the action, representing the whole action. Imitation of a gesture, as an elementary unit of a symbol, is the starting point for the formation of an intersubjective contact. In this connection, the stages of intersubjective modality are considered starting from the meeting, through the accession and use of the unity of the pre-experienced forms of cognition, concluding with the joint elaboration of common meanings. The procedure of analogous apperception is traced, as is the determination of the specific moment of the transfer of professional symbols. Result of the research. Through the use of the provisions of the theory of the communicative action of Jü. Habermas, the sequence of development of the analogous apperception is established, as the completion of the object through the experience of the Other in the generalization of the norms of communication and communicative rationality that realizes the formation of new, common meanings. The analysis of the scheme of intersubjective interaction reveals the key importance of completing the object through the experience of the Other (analogous apperception) taking on the symbolic information from it. Conclusion. The article reveals the content of the process of imitation as an intersubjective aspect of professional self-determination, which serves as the basis for constructing deep subjective constructions of the ideal image of professional activity.

Introduction . The paper considers the tasks and conditions for the formation of the world outlook competence of the teacher in the educational process of the higher education institution. The purpose of the article is to analyze the structure of the teacher's philosophical competence and the conditions of the educational process that determine the teacher's readiness and ability to form an integral world outlook in children and youth and a modern scientific worldview. Methodology and methods of the research. The research was carried out on the basis of the methodology of the theory of systems and the system approach in education. To solve the problems posed in the study, a set of complementary methods was used, including: a theoretical and methodological analysis of scientific literature on the research problem: analysis of standards and programs; the study of pedagogical experience. Results of the research. The competence model of teacher training covers professional qualifications related to certain pedagogical activities, and, on the other hand, reflects interdisciplinary requirements for educational results. World outlook competence has interdisciplinary characteristics, multifunctionality, multidimensionality, its formation requires significant intellectual development. The basis for the formation of a scientific worldview is a system of scientific knowledge and ideas about the world based on a variety of modern sciences and theories, understanding of laws and regularities that describe the processes and phenomena occurring in nature and society that determine awareness of the realities and characteristics of modern civilization, the place of man in the world, responsibility for the results of operations. The formation of a scientific world outlook and an integral world outlook is impossible without the synthesis of natural-science and socio-humanitarian knowledge. The teacher's worldview competence, as a fundamental component of general cultural and professional competence, is manifested in the teacher's ability and readiness for life search, development of his/her own life strategy, formation of value orientations, views and beliefs of the younger generation. Conclusion . An urgent requirement for the content of natural science and general cultural disciplines is the inclusion of meta-subject knowledge, which determines the interaction of the educator with humanistic ideas and universal values.

Introduction . The article considers the historical aspect of the development of the theoretical basis of an interaction between a society and the State. The main issues of the interaction between the school and various subjects of the state-public education administration and its legal bases are reflected here. Methodology and methods of research. The study is based on the theoretical and methodological principles of anthropological realism by K. D. Ushinsky, B. M. Bim-Bud, on the retrospective positive experience mainstreaming method by Z. I. Ravkin and others. The author also relies on the regularities of the leading philosophical, pedagogical, psycho-pedagogical and sociological theories as well as other applied research on the State-public education administration, in particular: the dialectic approach by G. Hegel and S. L. Rubinstein as a base for philosophy and methodology of a scientific research; the works written by E. D. Dneprova, V. N. Mikhailova and others (for pedagogical historiography); the works by V. S. Lazarev, M. Potashnik, V. A. Slastenin, R. Kh. Shakurov and others about the system of education administration; the works by N. V. Akinfeeva, V. I. Bochkarev, I. V. Grevtsov, V. I. Gusarov, A. A. Pinsky, A. N. Pozdnyakov about the system of interaction between the State and a society in educational development managing; the works written by N. I. Pirogov, N. A. Korff, V. I. Vodovozov about the study of public participation in education administration; the work by J. Dewey, E. E. Vyazemsky, V. A. Gladik about the development of civil society, civic education and democratization of education. The results of the study. The essential and substantial characteristics of the state-public education administration and the experience of using various forms and management mechanisms in Russia at the regional and municipal levels are considered here. The characteristics of the state-public education administration at school are described. The experience of implementation of the scientific approach to the socially-oriented education is presented. The positive and negative points of the state- and-social components in the system of the state-public education administration are analyzed. The conditions of the predominance of the state-public management forms are described. Conclusion . The study of the State and public education administration in the history of pedagogical thought is represented by several main directions: by the study of the role of the State in the system of the State and public administration; by the study of the social movements in the education administration; by the organization of the self-government system (by teachers, students and parents) in cooperation with the State authorities.

Introduction . Many researches of pedagogy and education agree that educational process is not only specialist training but also upbringing of personality. The problem is the absence of a universal concept of personality as a purpose of education. Because of this, the scientific development of pedagogy is impossible. There are many approaches in pedagogy but there is no method of pedagogy as a science. From this point of view, the research results of the Soviet philosopher E. V. Ilyenkov are significant, because he investigated the problem of education of human personality from the standpoint of materialist dialectics that had allowed him to avoid the narrowness of empirical approach and abstract deduction of theory from a limited opinion. Because of this, Ilyenkov’s heritage remains topical and has the potential to become the necessary element of pedagogical education. It is not so in reality yet, because the thinker has not formulated a theory of pedagogy as a completed doctrine. Despite today’s popularity of the philosopher and a lot of analytic literature about his texts, we still do not have a comprehensive analysis of his understanding of education but some research of partial issues only. For this reason, an attempt of reconstructing the concept of education from the thinker’s texts was made. The article aims to expound the results of this research. Methodology and methods of the research. It is shown that Ilyenkov investigated the problem of human education, theory of pedagogy and didactic issues in their internal interrelation and so we can comprehend these points as the moments of the Concept. Although the Soviet philosopher did not develop a Speculative Concept of education (because of his method), his philosophical heritage implicitly contains this Concept. So we can reconstruct it by a logical method. Thereby, main topics of Ilyenkov’s articles - education of personality, pedagogic principles and didactics issues - were studied as moments of Concept - Universality, Particularity and Individuality, respectively. Results of the research. As the results of the research, three interrelated main points were discovered in Ilyenkov’s works about personality becoming and pedagogy: 1) human education is personality education in social interaction; 2) pedagogy is the science of purposeful organization of conditions for education of reasoning personality and it is based on the principle of concrete unity of thinking and being; 3) didactics is the pedagogical skill of organization the process of education of personality. Thus, Ilyenkov’s heritage gives the material for development of Speculative Concept of education, i. e., of scientific (not arbitrary or formal) definition of subject and development of the method of pedagogy. Conclusion . It was concluded that Ilyenkov’s heritage can become a starting point for the joint scientific work of philosophers, psychologists and pedagogues. If the specialists take two main courses of the Soviet thinker - thoughtful study of classical philosophy and comprehension of human education as intellection genesis - they can offer Russian education system a method for education of talented people and sittlichkeit (Ger.) citizen.

Introduction . The paper consists of three main parts. The first part gives a brief description of the general dialectic orientation, the significance and the justification of the fundamental nature of the idea of complementarity; in the second - to-practice material to concretize the ideas of complementarity; the third part presents the card to perform the software exercises, "the Development of the idea of complementarity». Methodology and methods of the research. As the main reference point in the disclosure of the essence and development of the category of «complementarity», the authors use the developed generalized plans of cognition of the essence of the idea and method. In the light of the idea of complementarity, the authors singled out four levels and seven pairs of complementary properties of pedagogical thinking, the specific mutual influence of which determines one or another of its styles, which reveals the specificity of the cognitive and reflective skills and pedagogical skills of the future teacher. Results of the research. The original and multifunctional «Programmed exercise on the development and diagnostics of pupils learning the idea of complementarity» is presented. In addition to the educational and control functions conceived by the authors, this exercise contains a lot of new information on the history of the formation of this idea in science, the history of intuitive feeling and the comprehension of scientifically authored scientific pictures of the World, the essence of the heuristic significance of dualism itself and the surprising fruitfulness of «flight» from it with comprehension, understanding of the complementarity that replaces it as a combination of the seemingly incompatible. Conclusion . The conclusions and proposals on the implementation of the idea of the paper and on the directions for improving the national education with the successful implementation of its main paradigm in the future are generalized and presented, so that for each of our compatriots it becomes «education through life».

Introduction . The category of method is considered to be developed in detail for the classical didactics, and virtually not formed for the forms of the open, activity-based education, and, according to some views, it is considered not relevant at all to the nature of open education. The purpose of the paper is to determine the most significant parameters and characteristics of the method of open activity-based education as the organizing principle of the educational process and a factor that ensures its effectiveness, in contrast to the method in the classical didactics and in accordance with the nature and functional purpose of open education. The paper is based on the analysis of fundamental philosophical works, introducing and formalizing the category of «method» for scientific knowledge and for practical, including educational activities; on the developments in the field of classical didactics method and in the field of organization of effective educational process in open education; on the work in the field of methodology of organization of activity. Methodology and methodology of the research. The basis of the work is the system-genetic analysis of philosophical works; structural content analysis of practical activities described and structured through the category of «method»; comparative analysis of practices and categories describing them, in the mode of sequential abstraction and selection of the most common characteristics of the category of «method». Results of the research. the grounds for a meaningful definition of the «method» category in relation to the practices of open education were identified and described. The paper substantiates the position that the «method» is a generic characteristic, denoting the objectified conditions for the successful implementation of various educational models, obviously different in accordance with the differences in the design characteristics of these models. The main parameters and characteristics of the method of organization and implementation of open education practices are described in detail. The socio-cultural grounds for the formation of the method in open education are determined. Conclusion . The main types of activities that implement the method in the framework of open education are structuring and schematization of ideas about reality, both obtained and implemented in the course of trial practical activity. The key content-management form that defines and provides the process of structuring and schematization is an educational task.

Introduction. In the article the specificity of distance teaching of English language is considered. The increase of the complexity and intensity of social transformations, the growing need of society and man for knowledge (in education) leads to a sharp and widespread increase in the role of distance education. The high demand for online learning, especially when studying foreign languages, causes the relevance of the study. Methodology and methods of research. The methodological basis of the study is the principles of completeness, conformity, consistency and verification. In the work the dialectical approach is used, which includes systemic and interrelated principles, and also principles of continuity, development, interaction of objective and subjective, comprehensiveness and concreteness. To evaluate the intermediate results of the process studied, the delphi method was used as a type of an expert interview. Result of research. Typical advantages and disadvantages of distance online teaching of a foreign language are presented. On the basis of respondents' answers, recommendations on personal and professional competences of teachers are formulated. Conclusions. The high technological sophistication of the modern world and the ubiquitous use of information technologies form favorable conditions for the development of distance online education. The process of transferring knowledge through the Internet is associated with certain typical features that must be taken into account by every online teacher of a foreign language.

The article contains the author's reasoning about thinking (definitions) in psychology and philosophy, empirical and theoretical thinking. Their importance for the development of world psychology and philosophy is shown, the theoretical preconditions for designing the education and upbringing of the generations of the future world are revealed. The changes taking place in culture, education and science, accompanied by a change in the epistemological style of thinking, are considered. One of the most important socio-cultural challenges for the school today is the change in types and forms of thinking. Thinking, as is known, has long been a subject of special interest of philosophy. The author dwells on some aspects of the change in ideas about thinking and the associated transformations in the view of education. One of the main topics of the modern philosophy of science is the problem of the levels of scientific knowledge. Traditionally, two main levels are distinguished: empirical and theoretical. The three-level model of scientific knowledge is more correct and supported by us: empirical, theoretical and meta-theoretical knowledge. The meta-theoretical level of knowledge consists of two main sublevels: 1) general scientific knowledge and 2) the philosophical foundations of science. The general scientific level of knowledge consists of the following main elements: 1) general scientific picture of the world; 2) general scientific methodological, logical and axiological principles. The meta-theoretical level plays an important role not only in natural sciences and social sciences, but also in mathematics.

In the conversation the topical issues of religion, global peace and modern globalism in terms of their interaction and mutual conditioning are discussed. Based on the wide historical material and the realities of the modern world, the authors present their divergent positions on a number of fundamental issues in a debatable manner. Considering religion as the most important part of any culture, they express expert assessments on global trends, prospects for cultural and civilizational development, as well as the transformation of the role and importance of religion in the life of the world community in the context of globalization.