Home – Home – Jornals – "Philosophy of Education" 2022 number 1

Introduction. The description of the concepts that make up the semantic content of the educational ideal is given. The aim of the study is to explicate the key research traditions in understanding the nature and content of the educational ideal, which have been developed in the predominantly foreign philosophy of education, both in recent decades and at earlier stages of its formation. The methodology of the work is set within the framework of the studied theoretical works; it is based on the use of comparative and analytical methods of interpreting discourses expressed in comparing the perspectives of the study of the educational ideal. Discussion. The study of the research programs of the philosophy of education in their connection with the search for the foundations of the educational ideal, allowed us to identify the corpus of prerequisites that are the basis for creating an educational absolute for the ideal in the modern socio-cultural situation. The assessment of the limits of applicability of the presented concepts is carried out, the problems and contradictions associated with their use in social practice are identified (on the example of school education). Conclusion. Based on the analysis of the research material, it is shown that with substantial differences in the developed methodologies of the philosophy of education, there is a relatively stable corpus of key concepts (autonomy, understanding, rationality, criticality, etc.) in the research of the educational ideal. This corpus reflects the primacy of epistemic virtues, which are the result of choosing from mutually exclusive value alternatives. The heuristic potential of developing concepts of the educational ideal is significant for understanding the fundamental foundations of modern education, as well as for developing methodological tools in the design of educational programs for strategic and tactical purposes.

Introduction. The conditions of the socio-cultural reforms and the increasing scale and complexity of the tasks facing society at the turn of the epochs require the education of critical thinking, socially active, creative people capable of producing innovative ideas, ideas, initiatives. The extreme importance of the problem of educating a creative personality predetermined the intensive scientific development of the problem of innovation, creativity and creativity in the Western and domestic philosophy of education in the second half of the twentieth century. Despite a large body of theoretical and experimental data, researchers still failed to develop a unified view of the nature of creativity. Is this socio-cultural phenomenon so complex? In order to determine the essence and specificity of the concept of “creativity”, it is necessary to prove the validity of its introduction into the conceptual apparatus of the philosophy of education, to find out the reasons that make it difficult for researchers to unambiguously understand it, to determine the signs and criteria of creativity. The methodological basis of the research was the theory of cognition and the theory of creativity. The analysis of the literature on the philosophy of creativity pointed to the correlation of different points of view on the essence of creativity, signs and criteria of its formation. Discussion. Based on the study of scientific literature on the theory of creativity, the correlation of various approaches to understanding the essence of creativity, the study gives a subjective interpretation of the concept of “creativity”, proves the importance of unambiguous interpretation for research purposes. The factors generating the polysemy of this concept are analyzed. Conclusion. The theoretical and practical significance of the methodological analysis of the interdisciplinary concept of “creativity” consists in the desire to streamline the conceptual and terminological apparatus of the theory of creativity. To conceptualize the meanings of the activity foundations of human activity, it is necessary to recognize creativity as a subjective motivational determinant of creativity, as something that precedes and motivates the creative process.

Introduction. Modern education is in a state of internal transformation. Changes in content require education to independently adapt its own technologies and methods of activity based on the development of a modern educational ideal, according to the challenges of modern times. The methodology is based on three generalized features: 1) the strengthening of the role of technological innovations in education (and science); 2) the high speed of the processes of change, mainly exogenous properties, and their poorly controlled nature; 3) variability of models and ways of organizing the educational process against the background of the meaning of diversity not being specified. As a result of the socio-philosophical analysis, a multidimensional problem of modern education is formulated. As an example of a possible solution, we propose a description and a program for conducting appropriate anthropopractics - a foresight session for students of pedagogical training profile. Discussion. There are three key aspects of the problem of modern education that hinder its positive transformation: 1) misunderstanding of the essence of imputed innovations; 2) setting short-term goals for education and the absence of long-term ones, that is, the meanings of education, in relation to the proposed changes and innovations; 3) alienation from the essence of education. All three parts of the problem are reduced to distancing oneself from the very meaning of life, from the depths of human existence, from the understanding of which the goals and model of human education are already acquired. As a result, education is in a passive position of constant adaptation to external conditions. Conclusion. The transformative potential of education is based on the doctrine of a holistic ontology of a person in the world based on a new principle in education - idealization and dreams. It is idealization that is associated with the successful design not of education as such, but of the starting and accompanying resource space for self-education.

Introduction. Russian education and society are making attempts to move jointly into a configuration of relations that is fundamentally new in form and content. Education as a structural element of a system called “society” has all the features of this system. Meanwhile, if we consider society and education, then, firstly, their systemic connection, if not completely lost, is, however, discontinuous. Secondly, education and society still do not have synchronous project programs, and, therefore, they do not have guidelines for joint development. What happens in education and society depends not only on the mistakes made by each of the subjects of this tandem, but also on mutual systemic mistakes. The system and activity approaches are used as a methodological basis for the study of relations in the “education - society” tandem. It is believed that modern society, as a system of developing in breadth and depth of interacting social forms of uniting people (groups, communities, institutions), emerges as a new structured integrity. Discussion. At a new stage in the development of the “education - society” tandem, the facts of contradictions were recorded in their relations. In this connection, it is proposed: to determine the points of their conjugation and growth, conditions and forms of cooperation; to reformat the systemic combinations of the interaction of the levels of the educational institution with other social institutions; to construct a new configuration of relations between education and society. Conclusion. Changes in the configuration of relations of the “education - society” tandem create conditions: a) for the transition from the state of “systemic stress” to sustainable development; b) for the formation of new ties and relationships between the dominant subjects of society; c) to develop a strategy for the priority development of Russia.

Introduction. The appeal to the problem of the education transformation as a social institution in Russia is caused by the duration of the ongoing processes, including under the influence of international agreements on the one hand, and on the other, by the need to preserve sovereignty and protect national interests. The persistence of institutional changes, entailing an axiological crisis and the prioritization of supranational tasks, actualizes the question of existing trends in changes and the role of the modern influence of integration processes in the Eurasian socio-cultural space on the process of transformation of Russian education as a social institution. Methodology. The author examines the process of education transformation on the basis of a retrospective analysis, including the dynamics of changes in the Law “On Education” of the Russian Federation, the theory of balance of power, focusing on the application of the concept of “soft power”. Discussion. The main trends in the transformation of education as a social institution are highlighted, both negative and positive sides of this process are shown in comparison with other countries. The shift of institutional changes from solving local problems to participation in the international field is justified. Conclusion. The transformation of education as a social institution in Russia, which has been underway for about thirty years, determines the revision of old political and cultural foundations on the one hand, and the formation of new ones on the other. In the aggregate, the contradictory process of education transformation, despite the identification of conflicts between the old and the new, suggests finding new grounds for the harmonization and adaptation of Russian education to international integration challenges. In this context, it is very important for Russia to integrate into these processes, but also to preserve its cultural and historical specifics. One of the most important factors that determine the preservation of the role of education as a tool of “soft power” is its use as a basis for dialogue between countries, which allows reducing the level of conflict, preserving and replenishing human potential, as well as finding new grounds for interaction.

Introduction. The study of the spiritual essence of man today has ceased to have an important aspect not only for the materials of normative public and educational documents, but also for the discourse of scientific publications. Therefore, the image of a person is “lost” in society, in the centuries-old humanistic traditions formed by the education system. The principles of ontopedagogy in their human-oriented semantic discourses and the practice of implementing established approaches in education are considered as the methodological basis of humanistic and anti-humanistic tendencies. The main one is the ecologization of the manifestation of the digitalization of society and the ideology of transhumanism, which welcomes the evolution of a person based on the transformation of his soul-body essence. Discussion. The discussion is devoted to the modern socio-cultural situation, which is increasingly contributing to the massization and lumpenization, the emasculation of the spiritual foundations of national culture, the erasure of ancestral memory, the rupture of the connection of generations and the destruction of universal values. Against this background, the opposition to transhumanism with its ideology of human evolution to its immortality in the digital environment is possible if humanism extends its understanding of the spiritual organization of man as the dominant integrating core of his essence to the philosophical and educational tradition. In this regard, the humanistic principle is relevant, based on the dialogue of Russian cosmism with Western existentialism, which can lead to a new understanding of modern man and the formation of a different practice of his education, more appropriate to the specifics of the Russian mentality. Conclusion. A new understanding of ecological existence corresponding to traditional culture, in the context of the escalating contradiction between humanism and transhumanism, ecology and digitalization, is possible provided that the principles of ontopedagogy are developed, in which the integrating core will be human spirituality.

Introduction. The study of the value-emotional reflection of reality is a special area of the axiology of education, because it combines many matters of aesthetic, mental, life-meaning and ideological nature, requiring the use of the resource capabilities of a person’s emotional life. In order to discover the emotional potential of works of art that contribute to the reflection of value meanings to improve the foundations of spectator perception, it is necessary to rely on the methodology of value-emotional reflection of reality, associated with new philosophical ideas and a humanitarian-oriented approach to the analysis of the fundamental principles of spiritual perfection. The discovery of new spaces of emotional states of the viewer is organized on the basis of the methodology of value-oriented subjectivism. Discussion of the concepts of “emotional capital”, ”emotional intelligence”, “emotional metaphors” and “emotional relationship” is based on their emotional-cognitive ability, uplifting the spiritual world and renewing their own emotional content. Discussion. Communication to artistic creation through emotional reflection gives reason to consider the emotional life of a person as a fundamental condition for the formation of an aesthetic perception of the world and the formation of artistic taste. Some types of rigid systems of emotional reflection of works of art reveal the imperfection of emotional experiences, therefore, the development of new strategies for their development includes the attraction of additional knowledge about the means of self-improvement and ways of organizing the emotional background. Such emotionally-oriented components as pleasure, excitement, admiration, awe, surprise, touching, etc., become ways of revealing a new value reflection of reality in the field of aesthetic experiences. Conclusion. The novelty of the article lies in the application of an axiological approach to the organization of artistic creativity in education, which allows us to consider the emotional potential of a person through a system of life-affirming values, defining and shaping them as emotional resources. This article may be of interest to everyone who is dealing with the problems of professional training of artists, designers, artist-educators.

Introduction. Love as an emotional experience of experiencing interaction with other people is increasingly becoming an object of interest to the pedagogical community. There is a need to consider “love” as a phenomenon and concept in the context of spiritual and moral education and as a basic concept in the system of general education of the national school. Methodology. The subject of the study is love as a pedagogical category. The object of research is love in the context of its developing abilities, which depend on many factors: social, cultural, age of a person, his willingness to take care of other people. Discussion. Based on the objectification of the concept of “love”, it was concluded that love is the inner strength of a person, which is able to improve the process of human relations, develop an individual, and, as the work of the soul requires volitional efforts to overcome spiritual inertia, it is expressed in active concern for oneself, others and living space; the peculiarities of educating the ability to love at different stages of age development, it was concluded that the ability to love is formed throughout life, which must be stimulated and supported, refracting through itself the totality of experiences, which is influenced by culture, society, family; pedagogical methods of educating the ability to love, it was concluded that in childhood, each individual needs confirmation of love. In order to establish the foundations of spiritual and moral education in the system of general education, there is a need to form a model of relations based on love, friendship, sociability, activity in the manifestation of feelings, readiness to expend energy on the subject of love. Conclusion. Conclusion. The whole system of spiritual and moral education in domestic education is traditionally built on the basis of the recognition of the humanistic nature of a person, his desire and desire to love, readiness to develop his individuality, improve and improve the world. Therefore, the theme of love has a priority character in the formation of spiritual development and education.

Introduction. One of the effective means that can influence the mass consciousness in the matter of patriotic education is art. In synthesis with philosophy, art is able to raise and solve questions about the meaning of life, dignity and destiny of a person. Patriotic semantic images have the ability to transform art from ontologically beautiful to ontologically social. In order to draw attention to and discuss the meanings of Russian patriotism, a methodology for the formation of patriotic meanings of Russian society and their relationship with patriotic education has been developed. The research methodology is based on a set of theoretical and empirical methods, which are a kind of indicator of the value orientations of society. Discussion. A review of scientific papers on the research topic, pedagogical experience, as well as exhibition activities suggest that familiarization with patriotic values by means of fine art is most effective in primary school age. The older the students get, the more crucial the “spectacular” types of art (contemporary art, anime, modern cinema and music) become. The latter are embedded in a common global mechanism, world culture, economy and politics, which often determine alien ideological content. The positive and negative issues of globalization, the growing nihilism and the erosion of spiritual and moral foundations among young people remain debatable. Conclusion. The perception of a work of art is a full-fledged process of studying and comprehending the history of the Fatherland and its culture; the process of studying and comprehending intercultural interaction and reflection on building identity based on cultural and constructive patriotism as the core of the national idea. Patriotic meanings are embedded in the Russian national idea, which is largely activated by art and modern technologies (AR-guides, digital painting, etc.). The potential of art as a means of patriotic education is maximally revealed in the formation of semantic images based on the concept of a “just society”.

Introduction. Modern mechanisms for the work of the pedagogical system of an engineering university are focused on the organization of a learning environment of a convergent type, involving the interconnection of humanitarian, natural-scientific and technical knowledge. This approach is seen as the methodological basis of the concept of integrity, the most important component of which is the principle of awareness of the scientific picture of the world. Methodology. The general scientific base of the study was the ideas of the modern philosophy of education, positioning the category of convergence as the fundamental axiom of worldview; a systemic approach as a generally accepted methodological framework for the study of the phenomenon of integrity; the concept of the scientific picture of the world as the basic basis for the substantive side of the scientific worldview. Discussion. The procedure of implementation of conceptual aspect and technological aspect of disciplinary convergence as mechanism of systemic synthesis of all forms of scientific and substantive knowledge of engineering is presented. Conceptuality is associated with the construction of an cross-disciplinary model of engineering training, the didactic product of which is cross-disciplinary cycle complexes. The development of the procedure for including such complexes in the educational space of the university forms the technological aspect of disciplinary convergence. The solution of this problem is organized on the basis of the concept of a scientific picture of the world, which made it possible to form an algorithm for integrative educational technology. A general formative link of cross-disciplinary synthesis has been identified - discipline-concentrate. The technology of content design and methodical support of discipline-concentrate is described. The procedure for designing content and organizing training on the basis of cross-disciplinary cycle complexes for the cognatic structure of an engineering university, formed on the principle of unity of the object of study40 - mechanical systems, is presented. Conclusion. The proposed approach to designing educational content and organizing training allows the most effective implementation of the idea of the integrity of professional knowledge, understood as the formation of basic elements of a scientific worldview. The obtained results made it possible to formulate universal rules for modernization of educational programs of an engineering university, which implement the principles of cross-disciplinary synthesis of all forms of subject knowledge.

Introduction. Transdisciplinarity in the most general sense is understood as overcoming the boundaries of disciplines, which has consequences for society, science and education. Recently, a lot of research has appeared in the field of transdisciplinarity, where it is considered in philosophical, methodological, project-pragmatic and educational directions. In order to review and systematize scientific knowledge in the field of transdisciplinarity as a scientific and educational phenomenon, trends in the development of science in this direction are identified. Methodology. The method of qualitative analysis of philosophical and socio-pedagogical literature was used. The criterion for the selection of publications in this field was the consideration of the ontological and epistemological basis of transdisciplinarity in publications in the following areas: transdisciplinarity as a way of thinking, scientific principle and peculiar logic, philosophy of transdisciplinarity, transdisciplinary evolution of education, identification of problems and advantages of transdisciplinary research. Discussion. Foreign and domestic research in the field of transdisciplinarity has been analyzed. It is shown that the problems of transdisciplinarity represent a rather motley and disparate picture of approaches, ideas, and points of view. Questions of the scientific evolution of the problem of transdisciplinarity are raised, studies in which transdisciplinarity is a way of thinking, a scientific principle and a kind of logic are described. The characteristic of works in the field of philosophy of transdisciplinarity is given. An overview of modern research included in the world databases is given, which allows us to approach the consideration and scientific justification of the transdisciplinary evolution of education. Some approaches to transdisciplinary education are characterized. Conclusion. The review allows us to talk about developing trends in the field of education, the emergence of transdisciplinary sciences that encourage the development of relevant courses, namely: cognitive science, neurobiology, neuroeducational technologies and the formation of a special transdisciplinary learning technology.