Home – Home – Jornals – "Philosophy of Education" 2021 number 4

Introduction. The paper is devoted to current processes in the field of digitalization of higher education. The purpose of the study is to identify systemic factors that determine the sustainability of digital transformation processes in the field of education in order to minimize current and possible risks. The novelty consists in the proposed analytical frame with the inclusion of epistemology changes as a systemic factor. Methodology. The study was conducted within the framework of a comparative methodology using methods of collecting empirical information, interpolation, analysis and generalization, qualitative content analysis, conceptual and terminological analysis, interpretation. Three conditional levels of consideration are proposed - the macro level (the level of national strategies and regulation), the meso level (the level of strategies and regulation within the higher education system) and the micro level (the institutional level). At the same time, the systemic patterns of development within these levels are determined by meta-level factors, that is, philosophical and culturological factors that, in fact, form the ontological space of the existence of these levels and affect the change of epistemologies, as well as the formation of digital agency. Discussion. A number of directions for increasing the efficiency of digitalization of higher education are proposed, the most important of which is the study of changes in epistemologies and the impact of these changes on value systems in education. As practical steps to support digitalization processes, it is proposed to develop an integrated digitalization strategy at the university level, create cloud resources for various target groups, develop step-by-step instructions and methodological recommendations for their use, stimulate network interaction within the framework of resource sharing and exchange, create a system for advanced training of teachers and methodologists using an electronic platform. Conclusion. The proposed recommendations can be used to expand the field of scientific research on the problems of digitalization of higher education, as well as to improve policies and practices at the institutional level.

Introduction. The paper is devoted to the analysis of the problems of inequality in modern education from the standpoint of a world-system approach. The connection of educational inequality with the inequality of societies, in the structure of “core - semiperiphery - periphery”, is revealed on the basis of the characteristics of educational inequality and the strategy of overcoming inequality in education within the framework of the world-system paradigm of critical pedagogy. Methodology. As a theoretical and methodological basis of the study, the concept of the rise and decline of hegemony in the world system was used. Wallerstein, as well as the ideas of representatives of the world-system paradigm in comparative education and critical pedagogy (R. F. Arnova, M. M. Clements, T. Griffiths, L. Knezhevich, M. Demeter, K. T. Haines). On the basis of a world-system approach, the ideas about educational inequality by a number of representatives of comparative education were systematized, namely, the ideas of such authors as F. Altbach, M. Karnoya, E. Welcha, R. Flacha, H. Zinna, D. Macedo. Discussion. Changes in the education system of a society integrated into the world system through the specialization of its economy correspond to the specific transformations that the innovation propagated by the global hegemon causes in this society. As the world system expands, contradictions accumulate and centers capable of challenging the existing order in the struggle for equality of positions appear in the semi-peripheral area. The geopolitical opposition of the state to the order prevailing in the world system leads to qualitative changes in the education system of the society controlled by it. Conclusion. Values and the nature of relations in the education system correspond to the nature of the political regime and the level of inclusion of society in the world system. At the present stage, educational inequality reveals connections with the processes of universalization, commercialization, informatization of education, as well as with the problems of introducing the ideology of equality of “minorities” declared by the core into the cultures of peripheral societies. The results of the study can become a theoretical basis for the interpretation of the processes that cause educational inequality in modern Russia.

Introduction. The relevance of the dialogue between philosophy and education is viewed as the maturation of a new paradigm of education and the solution of problems in the “society - education - person” system. A comprehensive study of publications in the journal “Philosophy of Education” (2006-2010) is based on the practice of using the Journal’s list of rubrics, contributing to the further formation and determination of the initial foundations of the philosophy of education as an independent philosophical cognition and the development of new approaches and parameters for understanding further empirical material. The methodology of revealing the general picture of evolutionary processes in education is represented by new ontological knowledge about the system, functional representation of activity and metasystem approach to the innovative development of society and education. Discussion. The analysis of the essence, problems and prospects of domestic education based on the methodology of socio-philosophical and philosophical-educational theoretical constructs reveals a wide variety of conceptual approaches: a systematic vision of education that sets the meaning, purpose, form and content of education for understanding the foundations on which the educational process is based; analysis of the goals and means of innovative education in an innovative society; educational dialogue in the development of societies of the East and West; understanding of changes in the axiological foundations of Russian education; formation of a system of knowledge necessary for the reproduction by education of qualitative parameters of human resources and practices. The need for the empiricism of education allows seeing more fully the achievements, contradictions and dynamics of philosophical knowledge, which in the most concentrated and generalized form reflects the nature, level and direction of the development of human society. Conclusion. The results of the five-year work of the journal “Philosophy of Education” indicates the existence of scientific and methodological foundations necessary for the further development of knowledge about education.

Introduction. The development of an understanding of pedagogical faith within the framework of the philosophy of education is associated with the loss of the fundamental foundations of pedagogical activity. One of the solutions to this problem may be the formation of pedagogical faith among future social educators. Methodology. The research was based on the integration of philosophical and pedagogical views and the study of the phenomenon of pedagogical faith in relation to educational activities. The concept of “faith” in the history of the development of philosophical thought is revealed, which made it possible to penetrate into the essence of understanding the specifics of pedagogical faith. Discussion. The appeal to the problem of faith in the works of Heraclitus, Plato, Aristotle and other ancient Greek philosophers gives an a priori explanation of this phenomenon. The works of N. Berdyaev, M. Buber, F. Bacon, T. Hobbes, G. V. F. Hegel, I. Kant, S. Kierkegaard, B. Russell, D. Hume and K. Jaspers in the aspect of developing the essential characteristics of the phenomenon of faith have a subjectivist character, conditioned to a greater extent by Christian morality. In the works of the classical researchers of pedagogy (Sh. A. Amonashvili, J. Dewey, S. T. Shatsky) and modern domestic teachers (V. L. Benin, M. I. Makarova, S. Soloveitchik, V. D. Shadrikov), the phenomenon of pedagogical faith is recognized as part of the general pedagogical culture. Conclusion. Pedagogical faith is included in the general pedagogical culture and finds expression in love for children on the basis of an ideal model of the human image. The mechanisms of realization of pedagogical faith are trust in the child and pedagogical humility. The need for its understanding and recognition contributes to the growth of pedagogical creativity and spiritual perfection of the teacher and student. The prospect of further research may be the formation of the generic category of “pedagogical culture” and the category of “pedagogical faith”.

Introduction. Addressing the phenomenon of the Eurasian educational space is actualized by the modern processes of socio-cultural transformation taking place in the countries of its participants, which necessitate the compilation of some generalized idea of the degree of realization of the idea. The paper raises the problem of comparing the goals and objectives of Russia’s entry into the Eurasian educational space with its modern needs. Methodology. Consider the phenomenon of the Eurasian educational space from the standpoint of systemic, functional and communicative approaches and the theory of balance of power as a kind of socio-cultural space within which each participating state, fulfilling the terms of the agreement, at the same time pursues its own objectives. Discussion. Based on the analysis of various types of associations and agreements of the participating countries of the Eurasian educational space, the complexity and dynamism of this system are shown. The current trends affecting the transformation of the attitude of countries to the idea of creating a common educational space are revealed. Using the example of the analysis of resolutions of Forums of creative and scientific intelligentsia, member states of the Commonwealth, government documents, works of Russian and foreign researchers, come to the conclusion about the need for a more balanced policy on the part of Russia in implementing the idea of the Eurasian educational space. Conclusion. The analysis allows us to conclude that the use of the term “Eurasian educational space” at the moment is rather an idea shared by many states, but not implemented as a single whole. An attempt to represent the European educational space in the form of a system has shown a rather complexly constructed multi-layered composition of various interacting systems and subsystems, including bilateral partner types of associations, as well as various coalitions and associations. One of the important factors of preserving the conditions of interaction in the Eurasian educational space is the formation of motivation to study and preserve the Russian language as a means of international communication.

Introduction. Education is the most complex phenomenon of the existence of society, therefore, to describe it, the concept of “phenomenon of education” is introduced and it is noted that every phenomenon has a complex structure and explication. In this regard, the current tendency to reduce the problems of philosophy of education to the problems of pedagogical science and to its particular issues requires special discussion. A variant of the philosophical understanding of education is proposed and the task of the philosophy of education is formulated - the formation of one’s own status and the subject of one’s research. Methodology. The phenomenon of education is investigated using analytical-comparative and inductive-deductive methodology, based on the unity of the logical and historical ways of ascent from the abstract to the concrete. Particular attention is paid to the search for a philosophical essential definition of education (M. Scheler, V. M. Rozin), which is considered as a person’s entry into the world at three levels of society being - at the activity, socio-structural and socio-system. Discussion. Based on the parameters of education, a matrix of education is formed, which makes it possible to comprehend the state and prospects of the development of education at different levels of the ontology of society. It is argued that the education system is becoming the most important means and tool for transforming the image of society at the present stage of its development and is considered as the most important tool for building the society of the future, since it is capable of deeply and effectively transforming the nature of both man and society. Conclusion. Today, the Russian education system is constantly at the epicenter of reform processes, therefore, the role and influence of philosophical ideas on the design and forecasting of the future is significantly increasing. The proposed approaches (activity, socio-structural and sociosystem) and philosophical reflection to the study of the phenomenon of education have significant explanatory capabilities for understanding transformational processes in education.

Introduction. In a situation of intersubjective interaction, individuals are immersed in a ramified field of evaluation of self, others, themselves by others, and others by themselves as a factor influencing the specificity of communication and the scenario of communicative tasks. The shared meanings that develop in the milieu of the I-other determines the polyvalent aspects of social interaction, and this makes intersubjectivity a fundamental characteristic of intersubjective interaction. The aim of this work is to identify intersubjective structures in the mechanism of social communication and to consider their role in this process. Methodology. The object of the study is the intersubjective aspect of social communication, and the subject of the study is the process of its explication in the interaction of individuals. The key methodological point of this work is the methods of socio-philosophical analysis of the concepts of E. Husserl, the founder of the problematic covered in the article, and the modern Western researcher K. Lehrer. Discussion. The question of the role and functional significance of intersubjectivity in intersubjective interaction is explicated throughout the study. The general model of social interaction on a practical level is characterized, and it is found that its foundations go back to intersubjective structures. The bases of social interaction are trust and consensus that allow individuals to enrich primary knowledge about each other that comes from personal values and transform behavioral strategies with the development and deepening of their relations. These theoretical findings outline a model for realizing subject-subject interaction in the contemporary educational process and are relevant for studying it. Conclusion. The presence of intersubjective structures in the mechanism of organization of social communication ensures the constitution of common meanings by the consciousnesses of subjects in the environment of I-other relations, in the absence of which it is impossible to realize intersubjective communication, which means that the process of social interaction is also impossible.

Introduction. Training of specialists with systematized knowledge and practical skills is implemented in higher education organizations. In order to reduce the impact of conflicts on the educational process, it is necessary to determine their essence and content. To this end, it is necessary to identify the forms of manifestation and the underlying causes of conflicts that can be solved using the methodology of social philosophy, which allows generalizing the processes going on in educational organizations. Methodology. The work used discursive methods of comparative analysis and philosophical reflection, which is able to identify essential features in the objects of research. The synthesis method, on the basis of which a new model of a fragment of educational reality has been created, allows us to determine the underlying causes of conflicts in universities and influence effective ways of managing this phenomenon. Discussion. The study of conflict as an integral phenomenon in society makes it possible to conclude that conflict management methods should be based on taking into account the interactions of subjects, as well as in relation to the internal culture and ideologies of the functioning of a public organization, the degree of social responsibility, regulatory relations and professional differences of the participants of the organization. To manage conflicts in the organization of higher education, it is proposed to influence simultaneously the cultural environment, participants and potential organizers of the conflict, the content of relations between the participants of the organization. On the basis of idealistic, realistic, materialistic, pragmatic, anthropocentric, humanistic and technocratic models, a system of conflict management methods is proposed. Conclusion. The conducted research has shown that in order to create a “culture of trust” in organizations that train highly qualified specialists, it is necessary to stimulate the development of value orientations among its participants that would be aimed at achieving generally significant goals.

Introduction. The paper, using the example of the creative biography of Lyudmila G. Borisova and the history of the formation of sociology in Novosibirsk Akademgorodok, discusses the possibility of replicating unique scientific and educational innovations in the institutional space of Russian society. Methodology. The methodology is based on the concept of the diversity of the transition to modernity. The method of research of scientific schools in the context of the relationship of the structure of science with the social problems of society, the biographical method and the method of research of intellectual networks. The empirical base of the research is based on L. G. Borisova’s documents from the Open Archive of the SB RAS: office documentation, materials of personal origin, scientific publications. Discussion. The key milestones of L.G. Borisova’s biography are revealed in the context of institutional transformations of science and education in the late USSR, the development of the Novosibirsk Scientific Center (NSC); the history of the formation of sociological trends in Novosibirsk Akademgorodok is shown, the features of one of them, the sociology of education, are revealed. The characteristic of a special, ascetic type of Russian scientist is given. The history of the successes and failures of the two missions of L. G. Borisova as the organizer of sociological research and the initiator of the introduction of the system of collective creative activity (CTD) in education. Conclusion. L. G. Borisova’s activity as an ascetic scientist was guided by the following principles: unity of word and deed, public service and the usefulness of science for society. She translated these ideas into relationships with students and colleagues. The new stage of Russian reforms in education has significantly reduced the autonomy of professional communities of scientists and teachers, narrowed the recruitment base for science and pedagogy, and increased the alienation of professionals from decision-making. In the changed conditions, her departure turned out to be irreplaceable for the scientific school.

Introduction. In the context of institutional changes taking place at the university, building the interaction of the pedagogical university with basic schools is of particular importance for the development of the potential of the university and the regional education system. In order to create a sustainable mechanism for the inclusion of universities in the continuous development of pedagogical workers in the region, there is a need to develop a model of interaction between a pedagogical university and basic schools. The article describes an interaction model developed in the course of a study conducted on the basis of Novosibirsk State Pedagogical University in 2021. Methodology. An analysis of the experience of interaction between universities and schools made it possible to identify empirical models of interaction that currently exist and are being successfully implemented at the same time (event-based random connections, oriented resource exchange, research union, network partnership). Discussion. The model is obtained by integrating the existing empirical interaction models. It ensures the consolidation and joint use of the resources of the pedagogical university and schools to create a single educational space in the region. A prerequisite for integration is: structuring the lines and directions of interaction between the university and the school; implementation of institutional projects at the university; selection of schools that have some characteristics that guarantee effective interaction (basic schools). Taking into account in the model the features of the education system of the region, due to the specifics of its socio-economic development, makes it possible to include a pedagogical university in the regional system of continuous development of pedagogical workers. Conclusion. The implementation of the model is impossible without coordinated actions of the pedagogical university, regional government bodies, professional associations (communities) of pedagogical workers, basic schools, as well as systematic information support for its functioning. The key results of the implementation of the model in the Novosibirsk region are the identified effective methodological initiatives in three areas, ready for scaling in other subjects of the Russian Federation.

Introduction. Modeling of the educational process makes it possible to determine the dependence of the level of project culture on the continuity of graphic education. When recreating the process of developing cognitive interest in the practice of graphic activity, the subject, goals and objectives of modeling were determined. In order to rationally organize the process of continuous graphic education, it is necessary to increase the level of development of cognitive interest, graphic training and the formation of a higher level of project culture. Methodology. The research was carried out by a team of teachers of the Design Department of the Moscow State Technical University named after G. I. Nosov in Magnitogorsk using a comprehensive study of theoretical and design materials to identify individual features of the design of decorative and applied art products based on the stages of graphic activity. Discussion. Today, higher schools highlight the priority direction - the education of a comprehensively developed personality of engineering specialties. At the Moscow State Technical University named after G. I. This happens through the implementation of a teaching methodology focused on special conditions for motivating a student to graphic activity through information technology. The used teaching methodology clearly proves that step-by-step teaching of technical graphics allows you to raise the level of graphic training and creates a basis for the development of the project culture of the future engineer. The study does not exhaust the completeness of the problem of the growth of the level of project culture in the educational process, in general, elaboration and adjustment of each stage of graphic education is required. Conclusion. The implemented methodology included an educational and methodological complex aimed at the step-by-step formation of graphic activity within the educational process by means of drawing graphics. The developed materials can be used by teachers of other universities in teaching engineering graphics.