Home – Home – Jornals – "Philosophy of Education" 2022 number 3

Introduction. Modern humanity is at a crossroads to a new system. In this connection, a question is topical about the possibility of a transition to an egalitarian form of social organization and the role of education in this process. Various points of view about possible paths to an egalitarian society are present in science and are reflected in the content of education. The article presents the results of a critical analysis of the ontology and the theoretical and methodological arsenal of the theory of modernization and the neo-institutional concept of a world culture in the field of solving the problems of modern education, and also shows the advantages of the world-system approach. Methodology. The concept of “paradigm” (T. Kuhn) and the idea of I. Lakatos that a paradigm has an advantage if the research program formed within its framework has a large empirical area are used as a methodological basis. Discussion. The modernization theory and the neo-institutional concept of a world culture are conflicting paradigms regarding the world-systems approach. Modernization theory proclaims the values of an egalitarian society, but due to the limited ontology and theoretical and methodological arsenal, it does not provide an opportunity to see, and, consequently, solve the real problems of the modern world and education that contradict these values. The criticism of the neo-institutional concept of a world culture that exists in scientific publications makes it possible to raise the question of the regressive nature of its research program. Conclusion. The theory of modernization and the neo-institutional concept of a world culture are Eurocentric concepts, whose supporters describe the process of spreading egalitarian values, but both directions are reflections of the ideology of the modern world-system and legitimize its expansion.

Introduction. The second part of the article “On the way to the health of society” discusses the problems of finding common ontological and epistemological grounds for substantiating the possibility of forming healthy, harmonious, balanced anthroposocial systems ranging from the initial element of society (man) and up to the noosphere as a healthy planetary sociosphere. The urgency of these problems is increasing due to the development of increasingly large-scale social conflicts - from domestic to global and with the need to find ways of social creation on the way to perfection of individual and social life. Methodology. To consider the problems of a healthy, balanced existence of society, in order to eliminate various social conflicts and pathologies, the following methods are applied: system-philosophical, dialectical methodology; principles of integrity (holism) as opposed to partialism in understanding social reality; applied scientific-theoretical, comparative and axiological methods of cognition. Discussion. The problem of the general ontological foundations of the existence of the World, which are also designated as the Ends of the Universe, is discussed. They are used to construct, deductively, general logical bases for the analysis of social systems - healthy, unhealthy, pathogenic. Attention is drawn to the concentrating substructures of sociosystems represented by the legal system, which determines the overall structural-dynamic, legal-political organization of society. A general classification of ecosociosystems is constructed from the standpoint of the organization of harmonious life on the basis of systemic philosophy and principles of dialectics, which can be used in the future for the practice of social transformations along the path of creation and perfection in the strategy of building a noospheric civilization. Conclusion. The initial foundations of the sociospheric approach to the analysis of the problems of ensuring the health of society are proposed, as one of the possible options for finding ways of social harmony, based on achieving a balance of individual, interpersonal, social, socio-ecological and socio-natural relations in a globalizing society.

Introduction. The paper is devoted to the study of a topical problem in the sphere of interests of social science scientific directions and concerns socio-philosophical understanding of the features of socialization in the conditions of the dominance of the latest information technologies. The purpose of the study is an analytical review of new conceptual aspects devoted to the study of chaotic information flows and the transformation of traditional epistemological mechanisms that hinder full-fledged socialization. The methodology is based on understanding the essence of socialization through the prism of a dialectical approach to the tetrad: information - understanding - knowledge - socialization. This approach takes into account not only the external side of social changes, which are often the result of another technological breakthrough, but also the transformation of the entire epistemological toolkit. Discussion. The activity of a cognizing person is always determined by vital goals, which are rationally meaningful needs that contribute to the formation of a subject of a specific social community. In the paper, knowledge is considered as the basis of socialization, which activates cognition in all its manifestations, including those in demand in the process of socialization. Knowledge fixed at a specific level of the cognitive process can only be modern, correlating with the interests of the individual and society. Conclusion. The latest information technologies determine a new system of interactions between the theory of cognition and the processes of socialization. There is a need to develop non-traditional methodological mechanisms that contribute to human socialization. Of fundamental importance in this case is the comprehension in the process of socialization of information flows, which do not always become potential knowledge, but significantly affect a person’s ideas. An information resource that has not reached the level of established knowledge not only transforms a person’s ideas, but also changes the processes of his socialization. Such tendencies violate the traditional epistemological tools, blocking the process of forming adequate knowledge about the world and about man.

Introduction. Since the end of February 2022, Russia has entered the most difficult phase of economic transformation associated with the shock destruction of global production supply chains. Our country simultaneously faced three most difficult tasks: firstly, the need to urgently increase its own domestic production potential and simultaneously transfer the economy, in fact, to the mobilization rails; secondly, the need to provide the mobilization economy with the necessary number of qualified personnel capable of making this transition; thirdly, to increase the innovative potential of the Russian economy to ensure the technological security of the country in the event of further strengthening of its isolation. In fact, Russia should develop and implement an educational model capable of ensuring the sustainable maintenance and development of the national human capital as soon as possible. The aim of the article is to analyze the impact of the existing Russian model of education on the reproduction of national human capital and formulate the principles of creating a new education system. Methodology. The article is based on the analysis of the basic principles of the liberal model of education described by V. Humbolt, its evolution is considered in the works of D. Newman, K. N. Wentzel, B. Kimbаll, G. Gutek, A. Ozmon, K. Zenker, D. Becker and others. The modern interpretation of the liberal model of education and its applicability to modern Russian realities based on the works of A. L. Kudrin, V. A. Kurenny and others are described. The consequences of the influence of the modern educational model on the reproduction of national human capital are determined. Discussion. The adoption by Russia in the 90s of the twentieth century of the existing model of education led to a significant decrease in the labor and innovation potential of the national human capital. Now it is necessary to create a nationally oriented model of education based on the principles of ensuring national industrial and intellectual sovereignty. Conclusion. The national education system is one of the most important institutions responsible for the reproduction of the national human capital. Under the circumstances, the formation of new principles of building education, focused on strengthening the real sector of the economy, can become the basis of sustainable economic development and sovereignty of the country.

Introduction. Under the conditions of virtualization of the educational space, there is a change in the relationship between the subjects of educational interaction. The paper presents the results of the conducted philosophical analysis, which made it possible to identify the causes of the gap between the personality of the subject and its digital representation. Methodology. The work uses a socio-philosophical and pedagogical approach, which made it possible to identify the conditionality of the processes of development of the education system by the external environment in which the transformation of forms and types of communication takes place, to determine the reasons for which there is a mismatch between the real and virtual personality in the digital educational environment and to identify the key elements of the organization of educational activities that contribute to minimizing the emerging gap in the changed socio-cultural conditions. Discussion. Interpersonal communication of two fully developed subjects, arising in the process of transferring knowledge in the form of information, is one of the effective ways of socialization. The digital representation of the personality of a participant in the educational process arises under the influence of information and communication technologies as a response to the uncertainty characteristic of the virtual space. Together with the possibility of self-construction, this feature creates isolation from the real personality of the individual, partially eliminates the system of formal social statuses, which means the rejection of the usual grounds for social self-categorization. Conclusion. As a result of the analysis, a set of individual traits was revealed, which are based to varying degrees on his real personal characteristics that have a direct impact on activities in a virtual environment. It has been established that a significant gap between the digital personality and the real one creates its constructed character and the desire for anonymity, which allows the user not to limit himself in the formation of features that do not correspond to his real personality.

Introduction. The request for an analysis of the ongoing changes in Russian education contributes to the search for fundamental guidelines that meet the challenges of our time. It is increasingly difficult for modern society and the individual to cope with the overwhelming flow of information, which actualizes the need for special skills to process incoming data. Knowledge in a number of scientific specialties quickly becomes obsolete, which also means the need to focus in education not on knowledge, but on the formation of skills and abilities. At the same time, the ideal is built over the material. This is the phenomenon of brand consciousness, stereotyping of thinking, consumerism, etc. In order to answer the question “what are the results achieved in the Soviet Union concerning the strategic tasks of the advanced development of the education system as a part of the planned development of the entire economic complex”, the period of educational policy from 1950 to 1980 is considered. Methodology. Historical approaches to understanding the development of general education in the Soviet Union are based on a number of main areas: these are sociocultural trends in identifying education reforms with breakthroughs in science, engineering and technology; these are the laws of increasing the duration of secondary education; it is the fulfillment of the decisions of the XXIII, XXIV, XXV, XXVI Congresses of the CPSU. Discussion. The political assessments of the Soviet education system are considered as a factor motivating the reform of the school. The key stages of the historical evolution of the national education system, the main factors and mechanisms that laid the foundations of the modern structure and state of the modern Russian education system and predetermined both the strengths and weaknesses of its functioning and development are analyzed. Conclusion. It is concluded that in the development of the Soviet school at the stage of 1950-1980. there was no period of the optimal state of the general education system: both in terms of structure and in terms of its content.

Introduction. The necessity of using the conceptual model “community of researchers” for the development of a mixed course in the discipline “Philosophy” based on the LMS Moodle platform and evaluation of its pedagogical design, including using quantitative methods, is substantiated. The research aims to organize group interaction of students based on asynchronous types of communication in an electronic learning environment (LMS Moodle, Blackboard, Open edX and Canvas system). Methodology. The analysis of the main factors of the conceptual model of design and evaluation of a mixed philosophy course is based on normative documents (professional standards and work programs, etc.), as well as the use of digital tools embedded in the e-learning system. Discussion. The essence of the conceptual model “community of researchers” and its connection with social constructivism are analyzed in detail. Identifying the advantages and limitations of the “community of researchers” model in the context of its applicability for assessing the quality of pedagogical design, a scale for evaluating course elements according to the criteria of this model is proposed. As an approbation, the e-learning course philosophy is evaluated for compliance with the conceptual model of the “community of researchers”. Quantitative estimation methods are used. Conclusion. According to the results of the study, it is concluded that the pedagogical design of the mixed course in the discipline philosophy based on the LMS Moodle platform corresponds to the conceptual model “community of researchers” and suggests directions for further research.

Introduction. The development of spirituality is the development of a thought process, an individual act of thought, under the condition of a developed social consciousness, on the basis of which the cause and moral force of anticipating intellectual affect and ethical and moral virtues are determined. In the modern education system, despite a significant number of works devoted to the problem of spirituality, neither the conditions nor the foundations for the development of spirituality as a process have been stated. In order to identify the conditions and means for the development of spirituality as the highest level of consciousness, there is a need to study a dynamic semantic system, including the unity of affective-intellectual processes. Methodology. The categorical-dialectical and cultural-historical approaches make it possible to explore the technologies of human formation (intellectual affects, texts, myths, characteristics of sound, etc.) as possible foundations of spirituality. Empirical study conducted in 2002-2004 on the basis of Kemerovo State University with a category of participants of different ages (from 5 to 45 years old) was aimed at realizing the nature and causes of affects as a basic component of spirituality. Discussion. The conditions and means for the development of spirituality are revealed, the nature and cause of affects are determined as the basis of consciousness, the mechanism of the unity of affective-intellectual processes and meaning formation. By means of categories, ideal forms, myths, texts, characteristics of sound, the conditions for the development of spirituality are revealed. This is the developed social consciousness and individual mental fields, the possibility of implementing an individual act of thought by the subject. The study generates the grounds, conditions and possibilities of the created self-governing structure of states-affects by means of the difference in natural energy potentials corresponding to specific affects. Conclusion. The unity of affect and intellect generates the simultaneous action of “emotional intelligence” and “intellectual affect” as new concepts that allow realizing the conditions and foundations for the development of spirituality. Identified techniques of human education, the basis of which are spiritual practices implemented in work with audiences of various age categories with a variety of educational and social potential.

Introduction. The idea of conceptual pluralism, which constitutes the semantic content of the science of Education, has received a resonant discourse in the Russian and foreign philosophy of Education. The review article aims to study and comprehend key theories, conceptual positions and educational paradigms within the framework of the socio-philosophical dialectic of the evolutionary processes of Education. The methodology of the review material is set by the framework of the studied scientific articles in the “Philosophy of Education” journal in the period 2011-2015 and is based on the use of analytical methods of interpretation of author’s discourses. Discussion. The study of research programs for the development of the philosophy of Education allowed us to identify a body of conceptual prerequisites that are the basis for the creation of the theory and practice of the development of the philosophy of Education. The assessment of the limits of applicability of the presented concepts is carried out, the problems and contradictions associated with their consideration in educational practice are identified. The need to study conceptual pluralism in education is dictated by the search for vectors of the direction of human society development and the role of Education in this progress. Conclusion. Based on the analysis of the research material, it is shown that with substantial differences in the developed methodological approaches to the philosophy of Education, there is a relatively stable corpus of key concepts (subjectivity of Education; integration of science, education and production; pluralism of opinions; various algorithms for evaluating state reforms; rationality, criticality, etc.). This corpus reflects the primacy of ontological, epistemological, axiological and praxiological (instrumental) educational alternatives. Their heuristic potential is significant for understanding the fundamental foundations of modern education, and is also applicable as a methodological tool for designing educational programs for strategic and tactical purposes.