Home – Home – Jornals – "Philosophy of Education" 2023 number 2

Introduction. The processes of socialization and identification accompany a society throughout his/her social history, and are associated with the development of certain tools for the inclusion of new individuals in the existing order. One of these tools is the educational space. Studying the role of educational space in the processes of successful socialization and identification seems to be very relevant. Methodology. The theory of symbolic interactionism allows us to consider the features of the processes of socialization and identification from the social interaction point of view, “accepting the role of anotherˮ. The sociology of knowledge theory focuses on the relationship between the individual and the external environment, the role of the influence of external factors on the course of the processes of socialization and identification, allows to trace the connection and dependence between socialization, identification and educational space. Discussion. On the basis of accepting the role of the Other, the author revealed mechanisms of mastering the educational space by the personality and showed that the purposefully built educational space allows the subject to freely enter society through the main systems of social roles, values, norms and rules of behavior, thereby forming a social and personal identity in the process of socialization and identification. Emphasis is placed on the fact that spontaneous socialization, unlike managed socialization, is based not on the age criterion, but on personal preferences, which allows the individual to influence society and change it. Conclusion. The educational space acts as a tool in the processes of socialization and identification. It works through the family, formal educational organizations and institutions. Socialization and identification work as two opposite processes: for the consolidation of society through the system of education and social control, inscribing the individual into the existing order, allowing him to form a sense of security, belonging to “their ownˮ, and, on the contrary, contribute to the awareness of one’s individuality, specialness in relation to others, allowing each member of society to realize their creative needs, to contribute to culture.

Introduction. Modern education does not correspond well to the ideas of what it should be. Education models are now rapidly losing their identity, as new challenges point to the need for its transformation from foundations to goal-setting. Education in the XXI century needs a new identity, what should modern education become? The processes that caused the identity crisis of the modern education system in Russia, which are clearly manifested in the attitude of society and the state to teachers and trainees, are considered and systematized. Six provisions are formulated that allow not only to understand the underlying causes of the crisis, but also to outline the ways to the formation of modern education in Russia and abroad. Methodology. The effectiveness of cognitive tools will increase markedly if the four limitations in the organization of cognition are dispensed with at the expense of competencies in psychophysiology. The ontology of this work is built from K. Popper’s concept of three worlds (physical, mental, knowledge). Knowledge is seen not so much as a reflection of reality as an addition to it. Concepts and categories are distinguished in knowledge; concepts are units that convey meaning and content of an object. Categories and categorial schemes are the tools to organize thinking. Using the method of graphing and the method of working with triads, we have been able to obtain another increase in the effectiveness of cognition through work with titles. It is proposed to define monoaspective and polyaspective approaches for working with titles. Discussion. Common to all specialists is the assertion that radical reforms of education at all levels are needed. In order for change not to worsen once again, but to finally begin to improve education, it is necessary to accept that the following changes have occurred in the development of mankind. With the beginning of the twenty-first century, the dominance of culture is shifting from science and education to technology and engineering. This is manifested in such phenomena as the “interface revolutionˮ, “cyberliteracyˮ. A big change in education may be the shift in emphasis from didactics to upbringing. Conclusion. The future of civilization and culture depends on how education reforms in the world and in Russia will proceed.

Introduction. Poverty, as one of the acute and painful problems, is organically inherent in the human community at all stages of existence. Direct and indirect evidence of its negative manifestation is found in various areas of public life - economic, political, social, spiritual. Poverty is a source of dissatisfaction with people’s lives, the basis of deprivation, threatens the social security of society. The ideological and economic crisis that occurred after the collapse of the USSR, in addition to macro-social in general, entailed microsocial changes that occurred in the composition of the poor. It provoked the emergence of a specific stratum of the socially vulnerable population, the “working poorˮ. For the first time these words were uttered by the Deputy Prime Minister of the Government of the Russian Federation O. Y. Golodets in 2017. She drew attention to the uniqueness of this phenomenon. With this material we are trying to answer the question: who are they, the working poor today and what are their specific characteristics? Methodology. Methodologically, the analysis of the phenomenon of the working poor is carried out within the framework of structural, stratification, comparative and socio-cultural approaches, which make it possible to identify a complex of interdependent equivalent subjective and objective characteristics of the object under study. Discussion. The conducted research made it possible to analyze the studied object and explicate its definition. The working poor are a part of society represented by educated, skilled employed people who, due to the deterioration of the economic situation in the state, have found themselves on the brink of poverty, their income is not enough for satisfying life. The specific characteristics of the studied socio-demographic group are identified and considered: economic, professional, demographic, socio-cultural, emotional and psychological. Conclusion. A retrospective analysis of the phenomenon of poverty allowed us to state the fact that the working poor have existed in the Russian space at all times. During the Soviet period, they made up the bulk of the population. Lexically, this phenomenon was not designated in any way, its soft veiled form was used - poverty. This phenomenon is quite traditional for us, it existed latently, manifesting itself in critical periods for the state. Today, it is included in the realities of modern life in a new way.

Introduction. The problems of new forms of socialization associated with changed living conditions dictated by informatization are considered, where a person needs to clarify his/her social identity in the process of constructing a consistent world around him/her, where he/she him/herself acts as a creator, and social education itself acts as a “bridgeˮ connecting the world of subjective experiences, self-assessments and claims with the world of objective social reality. Methodology. The ratio of social philosophy and pedagogy makes it possible to study new forms of socialization in the space of dominance of information culture as an opportunity for the development of a new vector of the theory of pedagogy. The methodological argumentation contained in the works of a number of domestic researchers forms the theoretical basis of the work. Discussion. The transformation of forms, methods and stages of socialization, increasingly clearly articulated by informatization and digitalization, is being corrected using traditional methods. New forms of socialization have been explored - digital, individual as a necessity at a certain point in time, identical-national as a challenge to globalization and cybersocialization; the correction of existing approaches to the process of socialization is proposed, taking into account the availability of Internet opportunities, in particular, the classification of socialization processes on the basis of youth belonging to different types of communities in the online environment is considered. Conclusion. A harmonious combination of traditional, modern and innovative social factors in the information-conditioned space means an increase in the degree of awareness of society as a whole and each of its members individually, the formation of public consciousness on the basis of a universal scientifically based picture of the world.

Introduction. The most important challenge for modern humanity is the information technology era, in which knowledge is both a factor of positive transformation of reality and a source that disrupts the balance of human life and society. Parallel to these processes, transformations are also observed in art, in the form of the emergence and formation of generalized expressive images and symbols, easily recognizable, with deep meaning and cognitive potential. The purpose of the article is philosophical understanding of the genesis and integration of knowledge and art as a factor of value-positive transformation of reality. The research methodology includes a review of literary sources and a dialectical approach to the historical and art criticism analysis of the unity of the epistemological and logical in the value-containing discourse. The focus of the research is aimed at analyzing the integrative processes of knowledge through the prism of art. Discussion. A generalization is made that human civilization is developing due to the genesis of epistemological science, which sets guidelines for processes occurring at various levels of human existence. Prediction of the results of the integration of knowledge is possible provided that philosophical knowledge is addressed and its correlates are found in ideal and material value orientations. Conclusion. Integrative processes in the main forms of human knowledge (art, philosophy, science) have become the most important value bases in the formation of gnosiology, epistemology and axiology. It is reasonable that at all stages of the genesis of human knowledge, art has contributed to the integration of knowledge, contributing to the building of a certain educational system and praxiological methods for solving various life contradictions (concentration and storage of information, art therapy, emotional reflection of reality, patriotic education, preservation of museum values, the use of digital technologies and future possibilities of artificial intelligence), which, in general, contributes to the positive transformation of the social and educational space.

Introduction. New existential schemes imposed to the world and the human being in the struggle for survival in the conditions of the pandemic era exacerbate the need to rethink the modern human ontology. The purpose of this article is the author’s attempt to build understanding of the essence of such ontology as the aim of modern education. Methodology. The article is based on the following methodological understanding: being fixed in variants, ontology is “objectified” in an individual worldview and “inculcated” into a person on the basis of ways of thinking and activity, as well as the meanings of this activity. Such methodological complex is transmitted through the education system. An attempt is being made to analyze it. Discussion. Based on the analysis of the methodological complex characteristic of the modern education system, the thesis is put forward about a variant of the ontology of a modern person as a competent “user” of a demiurge system opposing his/her creative potential, focused on survival and potentially unable to surpass this system. It becomes necessary to rethink the human dimension of such ontology in the context of education. The problem of modern education lies in the absence of the supposed goal of a broad existential framework for understanding educational processes and mechanisms for creating conditions for the formation of the human in the human being. Ontologically oriented education is aimed at creating and building a natural environment for the manifestation and development of natural human subjectivity. This requires a number of conditions: the content integrity of education, the development of appropriate types of thinking (unsupported, critical, systemic, methodological), the development of reflection, the development of imagination and the ability to dream, the aesthetic nature of education, the formation of existential human meanings, the development of the theme of soul and spirituality in education. Conclusion. The mission of modern education is to turn the signs of the instability of the epoch into the possibility of building a humane (human-sized) ontology of the human. In this context, innovations become significant, but understood as a variant of traditional experience. In the case of ontologically oriented education, this is the experience of cultivating the human in the human being.

Introduction. The intensification of post-industrial social development in the technical sphere of production significantly affects the well-being/disadvantage of people and the environment. The problem of developing deontological foundations for the formation of readiness of graduates of the higher education institution of the engineering profile for moral responsibility for the safety and reliability of the result of professional activity is actualized. Methodology. Epistemological analysis involves the identification of the “object-knowledgeˮ relationship. As an object, moral duty is considered as an integral part of the professional duty of an engineering and technical employee; and as knowledge, an appeal to the provisions of deontology, which represents the ethics of duty in modern philosophy. This approach involves the differentiation of socio-philosophical positions of duty and the search for information and semantic forms of objectification of the moral duty of an engineering and technical worker. Discussion. The function of deontological elements in the structure of the educational process is realized by the competencies of a university graduate of a moral and ethical nature, administratively approved as educational goals. The presentation of educational goals in the aspect of deontology, reflecting the readiness of a graduate of an engineering higher education institution to bear professional responsibility, is achieved by taking its provisions in the field of ethical theory for granted, through appropriate imperatives in a specific form of manifestation of social necessity. The use of the provisions of deontology as a theoretical basis for the development of the structural composition and content of moral and ethical educational goals supports the accuracy of the orientation of pedagogical influence on the formation of the readiness of an engineering graduate to bear professional responsibility. The categorical status of duty described in deontology connects it with the regulatory principles of morality, reflecting the unconditional fulfillment of the requirements of moral duty in the course of professional activity of the engineering profile. Its boundaries are determined by the specific imperative of moral duty. Conclusion. Based on the concept of modern epistemology, emphasizing the social prerequisites for the functioning of knowledge, the involvement of the analytical and philosophical foundation of deontology provides a scientifically based objectification of the structural composition of the moral and ethical educational goals of the engineering profile.

Introduction. The relevance of the implementation of the Federal (Presidential) program for the training of managerial personnel for the organizations of the national economy of the Russian Federation requires a formed educational and methodological complex for the digitalization of management based on domestic experience and the best international practices of digitalization for their comprehension and dissemination. In modern management, there are many new concepts, methods and tools. The fact is stated that the “And - Andˮ principle operates in modern management, the manifestation of which is the co-existence of old and new methods and tools. Researchers note that now business processes based on Internet resources of the XXI century, managerial postulates of the mid-XX century and management principles developed in the XIX century coexist in any company. The methodology of the research is based on the analysis of the evolution of views on the training of managers and the interpretation of international experience in the implementation of the Program for the training of managerial personnel. Discussion. The article shows the development of approaches to professional retraining of Russian managers based on the analysis of 25 years of experience in the implementation of the Federal (Presidential) program of training managerial personnel for organizations of the national economy of the Russian Federation. It is noted that the Program has become an instrument of “softˮ infrastructure of support for the development of companies and management culture in the country and regions. The stages of the Program development are highlighted, reflecting the change of emphasis in the training of practical managers. The best practices of each stage of the Program implementation are described. The main challenges of the external environment are systematized and the main components and problems of the formation of digital competencies of managers are considered. Conclusion. Along with traditional skills in management, it is necessary to talk about digital competencies of managers in a broader context: modern trends in global economic and technological development; a new understanding of the principles of working with data and managing an organization based on digital technologies.

Introduction. In the last decade, the introduction of inclusive practice in the preschool education system has actualized the problem of ensuring the readiness of teachers to work in innovative conditions. The analysis of scientific research and the study of the real situation indicate significant barriers and difficulties of teachers in working with children in special purpose groups. Therefore, the development of a model of professional support for teachers and a program for its implementation in an inclusive preschool educational organization is not only relevant, but also has theoretical and practical significance. Methodology. The theoretical and methodological basis was made up of domestic scientific developments in the field of inclusive education. Traditional psychological and pedagogical methods were used: theoretical (study, analysis, synthesis, generalization of theoretical sources) and empirical (survey methods, methods of qualitative and quantitative analysis of empirical material). Discussion. The development of the conceptual apparatus in the aspect of the chosen topic made it possible to interpret the professional support of teachers as a specially organized and systematic interaction aimed at assisting the teacher in choosing the most effective ways to solve problems and typical problems of professional activity. The results of diagnostics of a set of valid and reliable methods with the participation of 65 kindergarten teachers allowed us to obtain complete and reliable information about the difficulties and problems of teachers who are directly related to the implementation of inclusive education in a particular educational organization. Conclusion. In the course of the study, a model of professional support for teachers of an inclusive preschool educational organization was developed in the form of a matrix that includes content and organizational components. A program has been compiled to ensure the professional readiness of teachers of a preschool educational organization to implement inclusive practice. The program has a modular structure and contains a description of the activities for the implementation of each module.

Introduction. The article analyses the terms of “interdisciplinarityˮ and “integrationˮ as integral conditions in the field of engineering education. Reasonably, in order to increase the flexibility of engineering education and the introduction of new foreign language teaching methods, the article proposes a new technology of engineering students’ foreign language training based on “interdisciplinary assembling” with an emphasis on students’ cognitive activity and self-learning advancement along with an individual foreign language educational tracking. The methodology of this research is based on analytical methods of interpretation of authors’ theories. The scientific basis of the study is an interdisciplinary approach, from the standpoint of which foreign language teaching of future engineers by means of interdisciplinary assembling is the process and result of the introduction of integrative and developmental technology, due to the thematic unification/integration of modules of several disciplines in favor of foreign language practice. The practice-oriented research tactic is an integrative-advancing approach, from the standpoint of which an engineering student’ communicative competence is studied as an integrative, dynamic professional and personal quality. Discussion. A big difference of the innovative format of interdisciplinary interaction is that it can take place at the level of personal communication and by mutual introduction of achievements and results of various sciences. The article shares the idea of interdisciplinarity as a modern educational trend. Conclusion. From the analytical review, it has been revealed that integration as a pedagogical phenomenon allows us to intensify the educational process in line with the transformation and reconfiguration of educational programs and their content within the framework of strategic and tactical purposes. From the analysis of the experience of Russian universities, it is noted that it is the variability of approaches to interdisciplinary integration that becomes a collective asset of development and the basis for the transfer and export of the most striking and effective educational practices.

Introduction. The digitalization of education leads to changes in the implementation of educational activities of teachers and students and requires reflection in terms of the adoption of innovations. The rate of adoption of innovations depends on the resource state of organizations and their subjects and varies for different cases. This leads to the use of case analysis and interest in the assessments of different groups of subjects of educational activity. Methodology. The theoretical framework of the study is based on the principles of integration of the provisions established in the theories of the digital society, digital methods of cognition of social reality, Data-anthropo approach in the analytics of educational data, digital pedagogy and didactics, and monitoring studies. The object of the study was the digitalization of educational practices of teachers in higher education. The study was aimed at identifying attitudes to changes in the professional activities of university teachers when using the digital educational environment. The study was conducted in the form of a questionnaire survey based on a continuous sample. Discussion. There is a contradiction in the assessments of the possibilities of digital educational technologies in educational communications. The proportion of teachers who believe that digital technologies bring anthropological, psychological and educational risks to the educational process remains high. At the same time, positive dynamics was recorded in the assessments of the digital educational environment and changes in professional activities occurring in the process of digitalization. Conclusion. Competencies in demand when using the digital educational environment are the skills of creating educational content of various types and design and analytics of educational data. The study of the professional activities of subjects of education in the digital space demonstrates the continuing contradictions, despite the wide educational opportunities of digital services and platforms.