The essence, problems and prospects of national education in the journal "Philosophy of education" (2006-2010)
I. V. Yakovleva1, T. S. Kosenko1,2
1Novosibirsk State Pedagogical University, Novosibirsk, Russia
2Army General I. K. Yakovlev Order of Zhukov Novosibirsk Military Institute of the National Guard of the Russian Federation, Novosibirsk, Russia
Keywords: philosophy of education, innovations in education, information society, educational paradigm
Abstract
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.
|
