Home – Home – Jornals – "Philosophy of Education" 2024 number 1

Introduction. Modern pedagogical and philosophical communities are not always clearly aware of the need for joint research in the field of education. The need for this is determined by the commonality of the subject of philosophy and pedagogy in the field of human self-determination and his/her existential search. The lack of awareness of community is found in the discrepancy of tasks for a specific solution to the problem of self-determination. Thus, the pedagogical task is considered to be the need to develop pedagogical engineering or those practical and specific techniques, the implementation of which could indicate the final and successful solution of self-determination as a stop and completion of this process, when all methodological techniques are implemented and the goal seems to be achieved. Philosophy, on the other hand, justifies education and self-determination as a way of being human and, consequently, as a never-ending process. It is important to focus on the anthropological (not technological) nature of the work of pedagogy, which, basing itself on philosophical and anthropological vision, becomes pedagogical anthropology. These disciplines have a common methodology - a philosophical view of man. The methodology of M. Scheler is proposed, which substantiates education as a way of being a person, and “educational knowledge” (M. Scheler’s term), which initiates his/her being as an ongoing process of self-determination (ideological, spiritual, moral, etc.). The methods of work are also common: existentialism and hermeneutics, problematization and interpretation, theorization and concrete analysis of empirical facts. Discussion. To reveal the specifics of human self-determination in education, it is important to see pedagogical activity from a philosophical perspective, when the word “self-determination” stands for a person in his/her being. Self-determination is based not on a logical, but on an ontological definition of a person, that is, on the characteristics inherent in his/her being. Conclusion. The conclusion is made about the possibility of joint (philosophy and pedagogy) work based on the use of philosophical methodology in substantiating the concept of self-determination in pedagogy. The results of the study can be considered as a methodology for the formation of principles of educational activity.

Introduction. One of the main tasks of humanitarian knowledge is to identify threats to social stability and analyze protective social mechanisms that ensure the effectiveness of building relationships in society. There is a developed tradition associated with comprehension of the role of patriotism in ensuring the constructiveness of social relations. In the conditions of intensive social challenges, the issue of factors and conditions of patriotic consciousness development in society is actualized. Against the background of a developed tradition of understanding the cultural factors of patriotism, there is a relatively low number of studies on the role of institutional factors in the formation of constructive civic attitudes. The present study focuses on the socio-philosophical analysis of the influence of institutional factors on the development of patriotism in society, which is realized on the example of family and educational institutions. The research methodology includes methods of analysis and deduction, as well as socio-phenomenological and structural-functionalist approaches. Discussion. The theoretical analysis carried out in the article is based on the comparison of the main components of patriotic consciousness (attitude to the Motherland, patriotic values, evaluative judgements in relation to the surrounding social reality, active social attitudes, the way of social self-identification) and social functions of family and education related to the formation of these attitudes. It is substantiated that at the level of the family institute the mechanisms of social continuity are implemented, associated with the perception by the younger generation of ideas and ideas carried by older family members, in this regard, the role of the family in the formation of patriotism is mainly associated with the initial characteristics of civic attitudes of society members. At the level of the education system, centralized processes of formation of civic attitudes are implemented. Conclusion. Ensuring the development of patriotism in society largely depends on the functional characteristics of the institutions of education and family. The analysis of social functions of family and education, as well as their influence on the dynamics of patriotic consciousness indicates the need to exclude dysfunctional processes in these institutions. This is due to the fact that these institutions provide to the greatest extent the key conditions for the development of patriotism in society.

Introduction. The purpose of the research is a philosophical understanding of the theory and practice of Aikido in the system of mastering this martial art. The relevance consists in the formation of a harmoniously developed, spiritual and moral personality in the process of mastering Aikido; a personality strong in body and spirit; in the long term, the reproduction of positive ideological values: patriotism, humanity, empathy, etc. The research methodology is based on a cultural and civilizational approach using dialectical and general scientific methods. Such as the analysis of modern foreign literature on the history, theory and philosophy of Aikido; a method of comparing and extrapolating data from the theory and practice of teaching to the modern soil of mastering the art of Aikido and identifying its educational potential. The object of the study is the process of mastering the martial art of Aikido. The subject is the philosophical principles underlying Aikido. Based on the study of primary sources on the theory and philosophy of Aikido, modern foreign and domestic sources, the article reveals and actualizes the basic principles of Aikido philosophy from the point of view of their educational significance. Discussion. The principles of the Aikido philosophy are based on the idea of gratitude to the Universe, ancestors, people around us and the surrounding world around us. The second fundamental idea is virtue: bravery, wisdom, love and empathy. The connection of kindness and gratitude with important humanistic values, which form the core of a person’s spiritual essence, has been realized. The connection between the basic principles of the philosophy of Aikido and the physical form of Aikido techniques, which consist in the mutual harmonious development of personality in the process of education, is revealed. Conclusion. Based on the nine principles of dialectical unity of the philosophy of Aikido, the concept of “Aikido technique” has been developed.

Introduction. The relevance of the research topic is due to the appeal to the peculiarities of the ancient Roman philosophy of education as a socio-cultural phenomenon, which is aimed at identifying the most effective educational strategy in it and the availability of useful information for modern pedagogy. The model of the ancient Roman philosophy of education is traditionally associated with the ancient Greek one, developed by such giants of philosophical thought as Socrates, Plato and Aristotle, where the teacher is presented as a mentor teaching logical thinking skills to ancient Roman youths, sharing with them the accumulated knowledge that defines the teacher as a carrier of information. Methodology. The research is a historical and theoretical concept in the field of philosophy of education using comparative, hermeneutical and existential approaches. Discussion. In order to develop a scientific and theoretical approach in the context of increasing digitalization and informatization of Russian society, it becomes necessary to reflect on such points of view as the ability to extract philosophical and pedagogical conclusions from history, the logic of ongoing socio-political events and the experience of responding to the challenges of socio-political events. With this approach to solving the tasks of studying the ancient Roman educational system, it becomes possible to connect the tools of the philosophy of education (ontology, epistemology and axiology). Subjectivity to the study of the features of ancient Roman education aims to highlight those essential tools that are already available in modern philosophy to explain the historical socio-cultural situation. Conclusion. The results of the research can be used by modern pedagogy to reflect historicity in the formation of the philosophy of education.

Introduction. The article analyzes the problems of modern Russian education in the context of globalizing factors of post-industrial society, one of which is the crisis of national identity. In modern Russia, the humanization of education is based on national identity. Within the framework of the axiology of education, it is considered as a strategy for the formation of human dignity and as a way out of the difficult state of devaluation of traditional values. It is noted that in the context of globalization, a return to classical humanism and traditional national values of the Russian education system will allow to “awaken” the individual principle of the student, strengthen his dignity and have a positive impact on social development. Methodology. A comprehensive review of philosophical views is presented on the importance of the concept of classical humanism in the formation of human dignity as a citizen, as well as the importance of the national system of upbringing and education in this process. The article uses a combination of methods of philosophical analogy and comparison. Discussion. The importance of the revival of classical humanism in the Russian education system based on national identity, without the imposition of foreign models of education, is revealed. A critical attitude towards anthropocentrism and individualism can serve as a strategy for the formation and strengthening of human dignity in overcoming the anthropological crisis and contradictions of post-industrial society. The concept of classical humanism, combined with independent national education, has the potential to instill in the younger generation the mental foundations of love for their language, culture and their Homeland, which, in general, makes it possible to revive national identity, strengthen human dignity, overcome the anthropological crisis and strengthen state integrity. Conclusion. The revival of the concept of classical humanism in the Russian education system, as well as the turn of education towards national identity and citizenship, can have a positive impact on the problem of the anthropological crisis generated by the consumer society, since it can contribute to overcoming the devaluation of traditional values, preserve the dignity of an individual citizen and strengthen the sovereign integrity of the entire state.

Introduction. The main provisions of Aristotle’s cosmological picture of the world, which became the first scientifically substantiated concept of the existence of all things, are analyzed. Based on a fundamentally new methodology of scientific knowledge - metaphysics - the Aristotelian picture of the world considers the essence of the universe as a natural, holistic process, conditioned by reasons lying within the world itself. Methodology is based on the principles of phenomenology of the theory of knowledge and hermeneutics of interpretation of publications on Aristotelian metaphysics. Discussion. Aristotle’s metaphysics not only became the basis of the ancient picture of the world, but also determined the birth of science itself, as a system of knowledge isolated from other forms of knowledge of the world. One of the significant dialectical approaches in the study was the identification of contradictions in the Aristotelian picture of the world. The idea of heliocentrism, which “grew up” from Aristotelian methodology, became an alternative scientific picture of the world that determined the entire further course of scientific development, since its dominance in the scientific world as a set of existing ideas about nature and the surrounding reality has become a constant value and develops, transforms, progresses in accordance with the development of scientific thought, adequate to those ideas that take place at the current moment. Conclusion. Aristotle’s teaching set the format for the entire scientific worldview at the level of fundamental structures, many of which to a certain extent retained and continue to retain their relevance in the changing flow of times and paradigms. Aristotle’s cosmology became a daring and bold step of human thought in the knowledge of the unknown and is rightfully recognized as the first scientific picture of the world. Despite the fundamental nature of Aristotle’s teaching, many provisions of his concept must be considered relative.

Introduction. The article is devoted to the analysis of the new educational course “Fundamentals of Russian Statehood”, which has become mandatory for study in Russian universities since 2023. The interdisciplinary and integrative nature of the discipline is emphasized. The possibilities of the course are explored in the context of the development of a worldview, the formation of values aimed at serving society and spiritual improvement. A review of publications in scientific periodicals discussing the problems identified during the teaching of the new course is made. Methodology. The object of the study was the course “Fundamentals of Russian Statehood”, tested at the correspondence department of the Nizhny Tagil State Socio-Pedagogical Institute. The subject of the study is defined as the educational potential of Russian philosophy of the Silver Age, which is understood in the context of this course as the anthropocentric content of Russian civilization, synthesized with a socio-moral intention. The methodology of theoretical and comparative historical philosophical analysis is applied. Discussion. The educational possibilities of the discipline in its conditioning by history and philosophy are considered. The ontological dominant of the course is emphasized, which justifies the need for philosophical interpretations of the historical originality of Russian civilization. Special attention is paid to the philosophical aspect of understanding the discipline, which is only indirectly included in the course content, but plays an important role in the development of the student’s thinking, allowing him/her to practically master the knowledge gained through comparison, argumentation and systematization. It is proposed to introduce students to the traditions of spiritual priorities in the formation of man and society, known in Russian philosophy. Conclusion. Conclusions are drawn about the ideological significance of this course, which integrates the political, cultural and historical features of Russian spirituality, which form the foundations of modern Russian statehood. The conclusion is emphasized that Russian philosophy is a heritage of world culture, and its study contributes to understanding the spiritual and moral origins of Russian civilization.

Introduction. When solving the tasks of forming a critical and value-oriented attitude towards domestic architectural traditions in education, the risks of Westernization should be taken into account. The research aims to identify the competencies of design undergraduates in the field of the history of Ural regional architecture with the need to adjust the curriculum of the master’s plan “History of regional Architecture”. Methodology. The survey was conducted for three years at the Magnitogorsk State Technical University named after G. I. Nosov among the undergraduates of various fields of art education in the field of training 04/04/2011 “Design”. The survey involved 32 first-year students (teachers of fine arts, designers, artists of decorative and applied arts, technologists of artistic processing of materials, architects). The research was conducted in three stages: the first - theoretical one allowed us to determine the basic concepts and the purpose of the subsequent work, the second consisted of a survey of undergraduates, and the third consisted in correcting the course “History of regional Architecture”. It was considered as the main means of overcoming Westernization. Discussion. Westernization as a superficial and uncritical attitude to the values of Russian culture is most often manifested in judgments and assessments, therefore, a survey and an interview are the most convenient form of its identification. Its source is simply the lack of systematic knowledge about the subject or phenomenon being discussed. Experience shows that regional art and architecture are little known to students, and the poorly developed thinking ability of comparative and chronological analysis does not allow an objective assessment of the works of the Ural region. Conclusion. The conducted research confirms that the majority of undergraduates are influenced by Western European architectural art, dictated by the culture of Westernization. To overcome it, specific measures are required related to the development of national values of national culture, and for designers, knowledge about the achievements and established architectural traditions of the Ural region is also required.

Introduction. Currently, the education system is subject to profound transformations that have affected the essence and content of high-quality training of a physics teacher at a pedagogical university. The lack of conceptual theoretical foundations in the training of a physics teacher creates a contradiction between modern trends in the modernization of vocational education and the real state of methodological training of students at the university, which does not allow them to form professional skills at the proper level, which are mandatory for the successful solution of educational tasks. Methodology. The object of the study is the process of preparing a future physics teacher for professional activity, the subject is the methodology of practical training of a future physics teacher. A comparative analysis of examples of the organization of practical training of a physics teacher in the United States of America, Germany, Great Britain and Canada is carried out. Discussion. Recognizing the complexity of the system of organizing student education in pedagogical universities, consisting of separate mutually exclusive blocks that meet different educational goals, most researchers are interested in the issue of modernizing the practical training of future physics teachers. It is proposed to introduce a set of didactic materials, methodological manuals, options for modeling methodological systems in the preparation of a physics teacher for various types of activities. One of the possible options is discussed - the creation of a common system of special workshops related to the study of physics. The conceptual idea of such an organizational and substantive model of practical training of future physics teachers is the integration of traditional pedagogical practice and innovative approaches. Conclusion. The state of high-quality practical training of a future physics teacher is becoming more and more relevant at the moment. The history of obtaining natural science education in Russia and in the world reveals a wide range of organization and implementation of educational and industrial practice. But the main thesis in space and time sounds unambiguous: a well-trained specialist teacher should be able to apply his/her knowledge in practice.