Home – Home – Jornals – "Philosophy of Education" 2024 number 3

Introduction. A problem that has never received reflection in the history of the philosophy of education is considered. The fundamentality of science and education has always manifested itself a priori. The powerful force of metaphysics invited science and education to see truth in the foundations and in fundamental depth. Fundamentality requires the up-to-date philosophical reflection. The problem of the article is to find the content of the fundamentality of education that is relevant to modern times. A social theory based on the specifics of the post-metaphysical philosophy is a methodology for solving this problem. Since education, having a humanistic purpose, is designed to prepare a person not only in the profession, but also in culture as a whole, enriching him/her with life-preserving values, it also a priori manifests itself in the humanitarian paradigm, which is a necessary consequence of the reflexive conclusion of modern post-metaphysical philosophy, which has abandoned the reductions of the classical rationalist view. It enriches key trends of social envelopment with life-saving values. Discussion. The fundamentality of education is determined by sociocultural background of the era and the type of scientific thinking. The characteristics of the fundamentality, which correspond to different stages of history are considered. This helps to find the specifics of the modern approach to its definition. The development of the new forms of rationality that complement the strict logic of classical rationality is substantiated. Such forms are trusting, communicative, playful etc. Conclusion. Modern sociocultural changes require a need to redefine fundamentality of science and education. Fundamentality is characterized by not only logical foundations of science. It is characterized by the anthropological, cultural and social challenges. The function of education is to prepare a person, which is able to live in the conditions of modern social dynamics, uncertainty and instability. Today the science and education are no longer intrinsic values for the person. They have acquired the property of a commodity, and reason does not create the dignity of a person, but also has pragmatic characteristics. Therefore, fundamental education has become pragmatic. Modern sociocultural changes redefine the fundamentality of science and education. Fundamentality is defined through the concept of “educational knowledge”, which, according, to M. Cheller, not only characterizes the human mind, but becomes the being of a person, forming his/her spiritual and moral essence.

Introduction. Issues of social forecasting, as a rule, are considered relatively independently, partially, without their connection with the education of the population. However, the success of implementing even the best forecasts, strategies and plans ultimately depends on the subjects of educational activities. In order to carry out a comprehensive socio-philosophical analysis to identify the relationship between social forecasting and the creative activity of society and people, a systemic and philosophical methodology was applied. General social processes are analyzed from the positions of holism and partialism in the areas of forecasting and planning of the Russian educational system. Value-oriented approaches are proposed in the aspect of forming a new axiosystem of the Russian educational space. Discussion. The relationship between social foresight (forecasting, long-term and short-term planning, comprehensive implementation of strategy, tactics of social action) is revealed based on the axiological basis of society and the fundamental role of education. It is substantiated that achieving social progress and balance in society is impossible without the development and implementation of strategic programs to improve the education sector. The human problem is discussed as a key one in the development and implementation of any social strategy, since its implementation requires trained people. Each new creative generation in Russia is traditionally formed primarily by the education system. Conclusion. Issues of social forecasting should be considered holistically, in inextricable connection with the general axiosystem of the educational space. Only expanded groups of theorists and practitioners, as specially trained subjects, are capable of developing promising ideas, making social forecasts, and putting into practice the strategy and tactics of future social life.

Introduction. The actualization of historical and genealogical research is considered through the prism of the need for spiritual and moral enrichment of modern Russian society and reducing the level of conflict. The author suggests that genealogical research has an educational potential that determines the formation of historical consciousness of a person, which can become a prerequisite for integration processes in local and interethnic communities. Methodology. Consideration of the actualization of historical and cultural research is based on various interpretations of culture: as objectifying the essential forces of man (K. Marx, F. Engels); a set of stable intellectual elements that provide the memory of the world (A. Moles); the mechanism of social inheritance and the generalized way of life of the people (B. Malinowski, K. Kluckhohn); a superorganic universe, covering ideas, values, norms, their interaction and relationships (P. Sorokin), as well as the “I-concept” of D. Taylor, the concepts of the stages of formation of “historical consciousness” by E. I. Fedorinov. Discussion. Carrying out an analysis of the demand for the terms “ethnic consciousness”, “genealogical culture”, “historical consciousness”, the author comes to the conclusion that in the interpretation of E. I. Fedorinov, the latter absorbs the previous ones. A comparison of the levels of its formation with the stages that a genealogy specialist goes through in the process of his/her professional development demonstrates the functionality of the concept of “historical consciousness” and, to some extent, allows us to explain the specifics of a person’s choice of his/her position in interpersonal and interethnic interaction. Conclusion. As a result of the research, the author concludes that the formation of historical consciousness based on genealogical materials is important for the systematization of ideas about the history of the country through the embedding of historical and ancestral information in the general context of events. This becomes the key not only to self-identification, but also to the acceptance of the “Other,” which ultimately can have a positive impact on integration processes in local and interethnic communities.

Introduction. The article is devoted to the main trends in the development of educational policy in Mongolia in the post-Soviet period. Based on a comparison of three documents, namely the «Concepts of Educational Development in the Mongolian People’s Republic (1991)», «Appendices to the Resolution of the Great Khural of Mongolia №. 36 of 1995», «Resolution № 12 of the State Great Khural of Mongolia in 2015, “State Policy in the Field of Education” (2014-2024) », the reasons for changing trends in the educational policy of Mongolia are described. Critical assessments of the results of the implementation of its programs are presented. Methodology. The world-system approach (I. Wallerstein) is used as a methodological basis. Problems of education and the process of dissemination of educational patterns have been studied in the world-system paradigm since the 1980s. Discussion. Mongolia is actively integrating into the global system of division of labor and forming an education system in accordance with international standards after the collapse of the Soviet bloc. This gives rise to complex contradictions between the innovations being introduced and the desire to return traditional Mongolian culture as the basis of national identity. An analysis of the 1991 document showed that initially nation-building was planned in line with neo-traditionalism. However, difficult economic conditions and the existence of the danger of Chinese integration of Mongolia at the level of the external periphery did not allow these political ideas to be realized. In the 1995 document, the prevailing trend was orienting Mongolian education to international standards. As a result, the reform of Mongolian education in the next decade followed the model of countries with high incomes and sedentary populations, this did not correspond to the realities of Mongolia and caused increasing problems and contradictions. The 2015 document is based on the government’s attempt to involve initiatives «from below» in the development. As a result, the document is more focused on the interests of the local population, including the educational needs of children from pastoralist families. In general, however, the document has a clearly declarative character. Conclusions. The tendency observed in the educational policy of Mongolia to borrow educational patterns for the development of human capital is a forced compromise with the countries of the core of the world-system. The bias towards international models in the field of educational policy is recognized by the Mongolian scientific and pedagogical community. The question is raised about the upbringing of a person with a Mongolian identity.

Introduction. The legislative introduction and modern application in broad academic practice of state standards of higher education indicates a fairly high level of formation of a culture of regulation of educational activities, which is relatively new for the domestic engineering school - the culture of standardization. This actualizes the problem of philosophical and pedagogical analysis of the genesis of the norm for the result of engineering training, represented by the education standard. Determining the phenomenological understanding of the norm of the result of engineering education allows us to establish the mechanism of its natural-historical prerequisites for its occurrence, as well as the patterns of functioning and development. Methodology. Analysis of the genesis of the norm of engineering education, in the aspect of standardization, involves highlighting the relationship “the origin, emergence of the norm - the required (desired) development of the application of the norm.” The norm of the result of engineering education is conventionally presented as a “line of intersection” of the technical sphere of production, the sphere of higher education and the social sphere. This approach ensures the identification of information and semantic forms of objectification of the norm of the result of engineering education, subject to standardization in the field of engineering education. Discussion. Identification of a phenomenological understanding of the norm of engineering education allows us to connect it with the positions of standardization of education, highlighting the features of the special, the individual and the universal. The epistemological basis of the difference between “norm” and “tradition” determines the need to differentiate the content of an educational standard, as an information carrier of a set of norms, through the formation of certain normative systems. The formation of standards for engineering education determines the composition of social needs and the technical and technological level of the specialized sphere of production. The severity of the feedback between the norm of engineering education and the production and social needs of the specialized sphere of production and society determines the design of educational standards based on scientific forecasting. Conclusion. Turning to the analysis of the genesis of the norm of the result of engineering education provides the opportunity for a scientifically based objectification of its structural composition, creating the prerequisites for the effective implementation of the educational standard.

Introduction. Currently, human creative development is becoming a key aspect not only for understanding the dynamics of economic, cultural and socio-historical processes, but also for identifying the connection of creative potential with human professional activity and determining the prospects for its further professional realization. Methodology. Philosophical views on the problem of creativity, on the study of various aspects of the “creative development” category, philosophical understanding of the creation and systematization of complex methods of training and creative development of students, the ratio of scientific views of philosophers of different periods and practitioners of design education, allowed us to talk about the cross-creative development of students. Discussion. Design, based on philosophical knowledge about cross-creativity, considers the importance of developing such an approach in design education and highlights the integration of various fields of knowledge and skills to create new and original ideas. Conclusion. Cross-creativity in design education contributes to the development of modern and creative approaches to design, as well as contributes to the creation of innovative and unique solutions, develops communication skills, the ability to cooperate and creative thinking among students and specialists in the field of design.

Introduction. When studying the categories of upbringing, it is necessary to have a certain support for the formation of a research design, the foundation of which will be the doctrine of categories. Its origins date back to the era of Ancient Greece and is based on the works of Aristotle, Plato, and Pythagoras. Significant contributions to the development of the doctrine were made by the works of I. Kant, G. F. G. Hegel, E. Husserl and others. The current state of philosophy demonstrates a decrease in interest in the problems of categories. However, the categories of upbringing were not studied. The purpose of the article: on the basis of research into the doctrine of categories, to identify strategic aspects of the socio-philosophical study of categories of upbringing. Methodology. The research methods used were general theoretical methods - analysis, synthesis and generalization method. Discussion. Based on the analysis of dictionary and encyclopedic literature, polysemy in the understanding of the category was revealed. The most common four positions in their understanding are identified. The development of ideas about the concept of “category” allows us to say that categories act as cognitive units that contribute to the transmission of the general content and meaning of phenomena and objects of the surrounding reality, with the prospect of their further specification and detail. Following A. N. Knigin, we will rely on the following properties of categories: a priori, objectivity and universality. When constructing a research design for categories of upbringing, it is important to rely on the possibility of solving a variety of scientific problems. Conclusion. The analysis of the current state of the doctrine of categories shows the ambiguity of understanding the concept of “category”, where four different meaningful constructs are distinguished. Categories have properties and functions that contribute to their deeper understanding in the concept of the teaching under study. Upbringing as an object of socio-philosophical research has not gained popularity among researchers. The category “upbringing” and its categorical apparatus remain a “blank spot” in the socio-philosophical system of knowledge. Their in-depth analysis is required to penetrate into the essence, meaning, content, in order to more productively implement target vectors in upbringing

Introduction. The problems of secondary orphanhood are evidence of the crisis states of the institution of the family. The complexity of child-parent relationships in foster families is due to the destruction of traditional imperatives and positive models of intrafamily interaction. Distortion of parental behavior, unpreparedness and/or inability to fulfill parental duties are the basic cause of social orphanhood. Of particular concern, due to the scaling of the negative experience of family communication and its transfer to their own families by an orphan child, is secondary orphanhood, defined as the object of this study. The methodological basis of the study was dialectical and systemic methods-approaches. The author explores the factors and consequences of secondary orphanhood, the mechanisms of their minimization. The object is studied from the standpoint of socio-philosophical and socio-psychological analysis, which make it possible to conduct a comprehensive study of the dynamics of child-parent relations in foster families. Discussion. Statistics of orphanage in the Irkutsk region are presented and analyzed. The dynamics of social orphanhood, its factors that do not lose relevance not only in the regional locus, but also in national practice are analyzed. Objective and subjective factors of the child’s admission to the family are considered. Among the negative consequences of secondary orphanhood, the author confers the greatest risks for subsequent adaptation, socialization and inculturation on the destructive emotional state of orphans, their bitterness, the outsider complex, a reduced psychological and emotional state, loss of confidence in the adult world, aggression in interaction, various deviations, including delinquent behavior. The importance of comprehensive training programs and support for host families, support for the educational cluster in minimizing the negative consequences of secondary orphanhood is justified. The conclusion fixes the author’s position on the growth of problems at the institute of the family, in the child-parental relations of destructive families and the actualization of the issues of resocialization of orphans in foster families. The author justifies the revitalization of comprehensive support for all participants in the socialization of a child in a foster family.

Introduction. The modern scientific and technological progress of biomedical technologies requires the development of new philosophical and methodological structures and models in the field of bioethics to explain human dignity. The need to comprehend new interpretations of human dignity is due to the transformation of the unique human nature, which is exposed to the latest technological artifacts. The problem is actualized by the insufficient interpretation of the concept of “dignity” from the point of view of classical humanistic, natural science and theological concepts, which in the ethical space do not care for each other. The methodology of critical rationalism and dialectics allows us to analyze modern scientific views on human dignity through the prism of bioethical principles and practical knowledge in the field of biotechnology. The analysis of humanistic, natural science and medical-social approaches allows us to determine the place of new interpretative approaches to understanding dignity in modern philosophy. Discussion. As a subject of scientific research, the human body is studied by a wide interdisciplinary range of scientific directions, which is an important guarantee of its comprehensive study. Biotechnologies, the scope of which extends both to the field of health conservation and activities to change/improve human characteristics, lead to the emergence of a new phenomenon “bioethical dignity”, integrating the components of the classical semantic content of dignity and the essential aspects of bioethics. The reasons for the segmentation of bioethical dignity into cognitive, genomic and genetic dignity are considered. Conclusion. Biotechnologies as modern methods of restoring and improving human nature have an impact on life values. That is why bioethics is rapidly gaining a unique place among the sources of formation of the content of the concept of human dignity.

Introduction. The emergence of new disciplines in the educational FSES always requires increased attention, especially in the context of the ongoing socio-cultural dynamics of Russian society, defined as a mental revolution. The process of changing worldviews is complex and multifaceted. The new “Fundamentals of Russian Statehoodˮ course for higher education is one of the launching pads for the formation of a new model of worldview, and this is not only a nationwide problem. This issue is embedded in the global geopolitical process and is influenced by many factors. Based on research, as a result of the first experience of working with this course, a socio-philosophical reflection on the image of the future of Russia in the value consciousness of Russian youth arose. Methodology. The reflection is based on the results of a pilot survey of students studying the “Fundamentals of Russian Statehoodˮ course, as well as observations obtained during the implementation of the program. Discussion. The paper defines the practical tasks of teaching the “Fundamentals of Russian Statehoodˮ course in the context of the mental revolution. The problems are identified, the realization of which occurs as a result of reflection on the first experience of working with a new course. According to the results of the survey of students, it was concluded that the teaching of this course has a number of methodological difficulties, but, most importantly, the presentation of the material should not turn into ideological agitation. Conclusion. The educational process is closely connected with the formation of ideological dominants that correlate with the existence of national identity. The study confirms that the implementation of the “Fundamentals of Russian Statehoodˮ course requires convincing patriotic theoretical and methodological approaches implemented within the framework of the spiritual self-determination of the younger generation.