Home – Home – Jornals – "Philosophy of Education" 2023 number 4

Introduction. The study aims to formulate a methodology for independent assessments of the legal support of the current stage in the development of the Russian education system among the educational community. An independent assessment of legal support is influenced by many factors. Among this “set”, a special place is occupied by value factors, which, in the general dialectic of the development of the educational space, most significantly influence the objectivity of the assessment itself. In this regard, approaches to the formation of value-containing foundations of Russian educational policy in their dialectic with legal support are considered. Methodology. Identifying the principles of educational policy that contribute to the development of education in a situation of active experimental work on organizing legal support for the current stage of development of the Russian education system requires turning to the axiology of education. A reflection of new values in Russian legislative acts was carried out on the basis of scientific publications, Internet sources and the content of educational platforms. Discussion. Interpretation of the content of these acts made it possible to determine the dependence of their changes on the value orientations of the main subjects of educational policy throughout its development in the first pre-perestroika period (1966-1990); in the 2nd period (1990s - early 2000s); 3rd period (2010-2020); 4th period (2021); 5th period (2022); 6th period (beginning of 2023). It has been revealed that the current state of the legislative framework, its correlation and relationship with the values of the main subjects of the educational space today lack clear codification and algorithmization. The value-oriented methodology proposed in the text, enshrined in the appropriate legal framework, can act as a regulator of a dialectically integrated model of legal practices. Conclusion. It is noted that the codification-legal absence of value-based fundamental provisions at the level of ensuring changes in education in content requires the development of a synthetic model of educational policy filled with axiological content.

Introduction. Russia has changed its development strategy twice over the past decades. It was integrated into the international system of division of labor during the collapse of the USSR, and after 2014, Russia begins to break the existing networks of unequal exchange and, as in the Soviet period, enters into confrontation with the core of the world system. It is obvious that these changes have an impact on the education system, changing its goals and the content of the educational process. Methodology. Based on such basic concepts of the world-system approach as “geoculture”, “semi-periphery” and “peripheralization” (I. Wallerstein), the problem of transformation of Russian education in the processes of integration and confrontation with the world-system is described. Discussion. Three stages can be distinguished in the processes of transformation of Russia in recent decades. These stages correspond to the geocultural ideologies of the Modern era: socialism, liberalism, conservatism. It is shown that each of the ideologies was reflected in the goals and content of the educational process. Soviet ideology contained nation-building values that were relevant to post-colonial societies and contributed to their integration into the international system of socialism, while education solved problems of labor reproduction for the corresponding division of labor system. The Russian political elite has not formed the levers of symbolic power within the framework of neoliberal doctrine for more than two decades of integration into the world-system, which has led to a loss of control over social action, including education. Modern Russian conservatism, like the Soviet political doctrine, proclaims the idea of the struggle for the reorganization of the world, but unlike socialist ideology, it does not have such an extensive social base and is significantly inferior to it in terms of integration potential. Conclusion. By strengthening the integration capabilities of conservative ideology by turning to Soviet heroics and including Soviet-Russian historical parallels in educational literature, the state introduces a contradiction into the system, since it silences the main idea of socialism - the idea of social equality.

Introduction. Despite the fact that post-modernity is characterized by the rejection of the metanarrative of Eurocentrism and the transition to decolonial epistemologies, approaches to the development of education still remain Eurocentric. The reason for this is the fact that post-modern society does not replace modern society, with its metanarrative of Eurocentrism, but exists in parallel with it. In this regard, there is a need for a philosophical analysis of the development of education, taking into account the processes taking place in society. The object of this study is the transformation of education in post-modern society. The subject of the study is the metanarrative of Eurocentrism in education in the conditions of post-modernity. Methodology. The methodological basis of the study was based on the works of researchers who develop the decolonial approach in social and humanitarian research - W. Mignolo, M. Tlostanova, A. Quijano, E. Dussel. Discussion. Post-modernity, through the rejection of metanarratives, seeks to reject the idea of Eurocentrism and comes into conflict with the ideas of modernity that are transmitted by the dominant Western social institutions. If we look at the epistemological and pedagogical hierarchies, we see that they give primacy to Western Cartesian-type systems institutionalized by the colonizers. Instead of inextricably bound epistemological and pedagogical hierarchies, the decolonial approach assumes the use of epistemologies forgotten in the process of colonization. Conclusion. The application of a decolonial approach to the analysis of education in post-modern society will solve the problem of Eurocentricity of education and reveal new ways of learning, as opposed to the Western model of education, broadcast around the world as the only true one.

Introduction. The relevance of the research is due to the processes taking place in modern Russian education. Methodology. The research is based on methods of analysis and synthesis of facts from open sources (the Internet), the study of modern scientific and popular science literature on the designated topic, as well as personal reflection on the processes emerging in the Russian educational environment against the background of digitalization and the development of artificial intelligence. Discussion. Value orientation is the most important component of human life, the basis for the formation of life goals, expectations and motivations. The author tries to determine the values formed in the process of digitalization of education, taking into account the fundamental factors of the development of the world. Digitalization is changing attitudes towards the values of traditional education. In the new model of education, there are no clearly defined hierarchies, students are an active beginning, easily adapt to changes, are focused on creativity, innovation and independence, unlike teachers. A prefigurative model of education is being implemented, which has a preventive character. A new form of education is emerging: “mutual learning” groups based on horizontal connections. In this regard, the priorities of competencies are also changing: hard skills, which the traditional model of education was focused on, give priority to soft skills. Among soft skills, critical thinking, ethics and communication skills are the most relevant. Conclusion. The process of digitalization is determined by two attractors - the possible degradation of humanity in general and the educational system in particular (technology as the meaning of existence), or the transformation of digital technologies into new resources for human improvement (technology as a means of existence).

Introduction. The relevance of the topic is determined by the need to search for conceptual foundations for increasing the motivation of students to master the content of education, as well as the perspectives for using knowledge and ways to transfer it in the interests of developing the subject queries of the younger generation. The purpose of this article is to clarify the theoretical basis for studying the possibility of forming intrinsic motivation for learning with the help of external interest. Methodology. The methodological principles of the problem are based on the subjectivist paradigm in social philosophy, since the topic is related to the designing ideal forms of educational activity. The research approach comes down to search the correlation between intrinsic motivation and external interest in meaningful activity, including the study of the axiological modality of educational requirements. The object of this investigation is the educational sphere. The subject of this investigation is the problem of interest in education. Discussion. Contradictions have been identified between the interests of students and external enforcement from the education system. The possibility of mastering the content of education in the absence of internal interest, as well as the problem of moral assessment of low learning motivation in this case, is called into question. The author does not consider it impossible of different didactic practices, which increase learning motivation with the help of external influence. At the same time, the situation appears in the most harmonious version when the content of the educational process is not so strictly fixed, is versatile and largely depends on the intrinsic interests of a person. Conclusion. The intrinsic motivation of the student in relation to the content and forms of educational work determines the learning effectiveness and expediency of training. The further study of the problem may be related to the analysis of motivation as an area of a person’s value choice aimed at the educational activity.

Introduction. The sphere of modern education is the sphere of searching for its new principles of organization, and these principles should be connected with the structure and logic of modern culture. Rethinking world and national history (a sign of recent years) is a multi-level, multifactorial process that requires work in aspects of the methodology of historical science, historical education and enlightenment. In addition, the course “Fundamentals of Russian Statehood” introduced into the university programs, which contains a multidisciplinary content, needs a methodological solution to the ways of forming historical consciousness among students. In this regard, the research of historical consciousness in the space of philosophical culture is of particular importance. Methodology. The socio-philosophical approach, as well as observation and analysis of the pedagogical process, generalization of personal experience of teaching philosophy constitute the methodological basis of this study. Discussion. The paper formulates practical tasks of philosophical enlightenment in the context of the problem of historical consciousness. It is shown that through the adoption of traditional philosophical principles of mastering the world, the student is given the opportunity to know himself as a historical subject. The emphasis is placed on the fact that only subjectivity in history is the way to the formation of the historical consciousness of each person. The image of a historical event is a form of individual memory, which becomes a special form of social memory. Conclusion. Philosophical enlightenment provides methods for analyzing the specific features of historical consciousness and gives their philosophical and categorical description. The shown methodological approach to philosophical enlightenment may be effective in an attempt to take a theoretical view of philosophy as a methodology of pedagogical thought.

Introduction. In the context of understanding modern spiritual crises and ideological searches that have become a consequence of globalization processes, the issues of correlation, interrelation and the current state of such fundamental philosophical categories as “spiritual values” and “civilization” are considered. In the Philistine understanding, these terms are often perceived as identical, but for philosophical and humanistic discourse, their differentiation is a matter of principle, which has become one of the debatable problems of humanitarian knowledge. The purpose of the article is to actualize the preservation of the spiritual and value aspects of human existence. The research methodology is based on a cultural and civilizational approach with the application of dialectical and structural-functional methods to the phenomena under study. Discussion. Various points of view on the phenomena of civilization (“spiritual values”, “globalization”, “spirituality”, “man”, “globalization”, “spiritual crisis”, etc.) are considered; the presence of extremely polar opinions in the assessments of the relationship between spiritual values and civilization is noted: from their complete separation and opposition to the reduction to a single a historically determined concept. Conclusion. The understanding of spiritual values and civilization as interrelated and mutually conditioned concepts, different in essence, but not oppositional to each other, is due to the dependence of a Person on civilization as an objective external pressure factor. Spiritual values act as a subjective essence, creative expressions of ideas, even in spite of civilizational dogmas. In the conditions of modern civilizational challenges, the issue of preserving the spiritual and value aspects of being is being actualized.

Introduction. The current year 2023 and the coming year 2024 are marked by two remarkable anniversaries: respectively, the 200th anniversary of the birth of the founder of Russian pedagogy Konstantin Dmitrievich Ushinsky and the 300th anniversary of the great philosopher Immanuel Kant. In connection with these important dates, we turn to some ideas related to the problem of human ontology and consider the applications of these ideas in the field of education. Methodology. The discussion of such issues as human ontology and the essence of man required a preliminary analysis of broader general problems of ontology, consideration of possible ways of man’s being, as well as consideration of the philosophical concepts in the framework of the “relation” category while studying scientific literature using methods of historical and comparative analysis. Discussion. The article briefly discusses the development of ideas about the essence and being of man, starting with the ancient Greek philosophers. It is noted that Plato’s division of being into material and ideal is closely related to the understanding of time as change prevailing in Antiquity. Therefore, based on the author’s understanding of time as a relation, an alternative division of being into “isolated being” and “being-in-relation” is given; instead of the world of ideas and the world of matter, the “space of relations” comes to the fore, in which the true being of man unfolds, and in which man can “escape decay”. Some applications of this principle to the problems of education and upbringing are shown. Similar ideas in the world and domestic philosophical literature are considered. Noting the vital importance of person’s building philosophical concepts about oneself, one’s nature and essence, a version of understanding human existence as being in the space of relations is put forward, which is significant for the teacher’s attitude to information, and as a consequence, we come to impossibility of replacing a human teacher with a robot teacher. Conclusion. Understanding the human ontology in the space of relations is associated with the interpretation of happiness as “free, beloved, spiritual work” (K. D. Ushinsky), as well as gratitude and love as the highest manifestation of being in relation.

Introduction. An attempt is made to philosophically analyze, pedagogically interprete and reconstruct the pedagogical ideas of Vasily Sukhomlinsky on the basis of his main work “I give my heart to children” in order to identify immanent modifications of the idea of heartfelt contemplation, in particular the joy of cognition as a pedagogical idea and method in relation to the works of I. Kant and I. Ilyin. Methodology. The research was based on the methodology of I. Kant’s theory of cognition; I. Ilyin’s philosophy of life and phenomenology; the axiology of education and V. Sukhomlinsky’s pedagogy of cooperation. The article is a theoretical study based on a philosophical analysis of the problems of moral education associated with heartfelt contemplation and pedagogical instruction; problems of learning related to its hidden function of cognition, which turns into emotional comprehension and experience of the growing personality of the learning process as personally significant for themselves, associated with a sense of joy of discovering new things. Discussion. Of scientific interest is the fact that V. Sukhomlinsky connects education with freedom, and is convinced that education imposed from the outside, and not coming from the heart, will not have a positive effect. V. Sukhomlinsky associates the idea of freedom and responsibility for it with the reasonableness of choice, with the ability of a person to do things according to conscience, guided by the call of the heart, and not by fear of punishment. Conclusion. The philosophy of the heart is a deep phenomenon of V. Sukhomlinsky’s upbringing; the heart is a phenomenon of the human “I”, whose purpose is revealed in serving the world, in thinking; will, movement; manifestation of love and conscience in consolation. Such a form of cognition as heartfelt contemplation is capable of placing new accents in philosophy, the theory of cognition and ethics; in pedagogical science and educational practice.