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

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.