Home – Home – Jornals – "Philosophy of Education" 2024 number 4

Introduction. The work is devoted to the formation problem of the domestic civic identity of the students` consciousness and behavior in educational organizations, which is relevant for domestic socio-humanitarian knowledge and practical pedagogical activity. The presented socio-educational model “Identity Matrix” allows you to properly monitor the formation level of the respondent’s identity. The methodological basis of the study logic of all-Russian civic consciousness phenomenon is a systematic approach, according to which the subject under consideration is defined as an integral phenomenon with appropriate levels of organization and dynamics. Discussion. The article presents the socio-educational model “Identity Matrix”, the selection of structural and substantive elements of which is based on normative legal documents and scientific literature. The philosophical and educational aspect of the research is related to the practical application of the presented theoretical model to the daily practice of the school educational work. The research is proposed for the understanding by the scientific and pedagogical community of the “Identity Matrix” general structure with its division into modules, segments, blocks, concepts, each of which deserves a separate in-depth, including applied, research. Conclusion. The analytically distinguished value-semantic concepts and cultural-historical constants of identity phenomenon are selected from the relevant normative and legal documentation and scientific literature. They can be considered as “necessary” and “sufficient” for a comprehensive characterization of the identification formation of social life subject. The structural and substantive content of the questionnaire presented in the article in one of the blocks of the “matrix” gives an idea of a three-level evaluative understanding of research results, providing the possibility of their directed correction by a teacher in the course of educational activities in the educational organizations space. The presented results of the ongoing research may be of interest both in scientific and theoretical terms (for example, as a philosophical and methodological basis for the aspect understanding of common Russian civic identity) phenomenon and in practical terms, within the framework of teachers` specific educational activities in modern Russian educational organizations.

Introduction. One of the key texts that influenced the nature of the modern education system is the famous book “The Postmodern Conditionˮ by Jean-François Lyotard. The main means and result of transformation in the field of education is informatization. According to Lyotard, this process is associated with the legitimization of knowledge through efficiency, for the sake of which informatization is carried out. With the transfer of power to technology, education becomes an arena in which education is gradually replaced by information awareness and access to the network. Methodology. Understanding the phenomenon of informatization in the context of the education problem is determined by its interdisciplinary nature, raising issues in the field of such sciences as sociology, philosophy, cultural studies, psychology, which determines the selected approaches in the study of the material. In this case, the disclosure of this problem is based on a critical interpretation of the book by Jean-François Lyotard “The Postmodern Conditionˮ through commenting with elements of the hermeneutic method. Discussion. The process of informatization in the education field is often presented as total, not implying any exceptions. What are the conditions and significance of informatization? The efficiency of data circulation leads to the gradual displacement of the content that cannot be translated into the language of information. There is a phenomenon called by Lyotard, “shifting the boundaries of institutionsˮ, which manifests itself, in particular, in the phenomenon of decentralization and dispersion of education combined with entertainment processes. Such a combination, for example, in the same device, often does not allow students to allocate time and attention for a full-fledged lesson. Conclusion. Along with the increased demand for information technology in the education field over the past decades, there is some justified disappointment in information educational products. The output of the crisis in education is often seen in a return to the lost classical models of the Enlightenment, however, the talk should rather be about replenishing the future computerized forms of education with humanitarian content.

Introduction. Security issues are a hot topic on the agenda of the modern world. At the same time, educational institutions are objects of increased danger. Methodology. Based on a comparative analysis of educational materials published in the Russia and USA, an attempt was made to identify the differences in approaches and related problems of countering terrorist attacks on educational institutions and school shootings. Discussion. Measures to counteract these phenomena are included in the security structures of each society. The experience of states in combating terrorism and school shootings is reflected in educational materials. In Russia, the main emphasis is on actions in a situation of terrorist capture and identifying elements of extremism. In the materials published in the USA, more attention is paid to school shooting. In Russian materials, the algorithm of behavior became a set of the following actions: «keep calm - do not provoke - calm others - wait for liberation - do not interfere with the special operation». This algorithm is justified when an educational institution is seized by a well-organized group of terrorists, but can be the cause of large casualties in a school shooting situation, since it does not imply active resistance. In US educational publications, the basic algorithm of action during a school shooting is as follows: «Run. Hide. Fight». It is believed that it is impossible to predict the appearance of an active shooter at an early stage, so at the beginning of the attack, participants in the educational process must be ready to engage in confrontation with the shooter. In the US, a system of primary and secondary prevention of school shootings is used. Primary prevention is aimed at improving the school climate. The tasks of secondary prevention include identifying students who need intervention. These tasks are solved using school target prevention programs. Conclusions. Since school shootings are becoming a frequent phenomenon in Russia, the system of training participants in the educational process to counter such attacks should be adapted to local realities.

Introduction. School and university in the modern world are one of the significant social institutions where a person encounters ethnic diversity and realizes his/her own ethnic identity more deeply. One of the goals in the education system is to educate a person who understands his/her place in a multi-ethnic world, where the value of different ethnic cultures is equal. However, the full realization of this goal is not always possible. Methodology. The analysis of the difficulties that do not allow to fulfill the designated goal is made on the basis of the synthesis of the world-system analysis and P. Bourdieu’s theory of capitals. Examples of such synthesis in socio-humanitarianism by M. Demeter and R. H. Ortiz are given. Discussion. On the basis of consideration of the development strategies change from “struggle against exploitation” in the Soviet period to “struggle against exclusion” in the post-Soviet period, it is demonstrated how different forms of ethnic group capitals have been devalued in the peripheral regions of Russia. Emphasis is placed on the difficulties faced by the education system of peripheral ethnic regions in Russia, including lack of funding, the predominant orientation of the younger generation to cultural-symbolic patterns of consumption centers and devaluation of the traditional ethnic patterns value, educational inequality, insufficient channels of ethnicity broadcasting, and others. It is shown that the difficult situation of the ethnic region’s economies in the country and educational inequality are in contradiction with the high prestige of ethnic identity, indicated in educational strategies. Conclusion. It is concluded that underestimation of any form of capital (economic, social, cultural, symbolic) in the humanistic goals implementation of reproduction and preservation of ethnic diversity of the peoples in Russia, which are already assigned to the education system, may result in the ineffectiveness of the efforts spent.

Abstact. Introduction. The problem of using a general scientific humanitarian approach in pedagogical research is actualized. The humanitarian approach is considered through the compositional levels prism - general scientific, pedagogical science, object and subject, in order to identify the most popular and relevant approaches that are used in thesis research of a pedagogical profile. Methodology. The research is based on of I. Kant and V. Diltat works, which reveal the foundations of a general scientific humanitarian approach. The selection of compositional levels of humanitarian approach implementation was based on the anthropological context of education (V. I. Slobodchikov, A. V. Leontovich), M. Mamardashvili works, which show the pedagogical science development in the humanitarian approach context. Discussion. A review study of 420 thesis in pedagogical sciences defended between 2004 and 2024 was conducted. The prospects of the general scientific humanitarian approach implementation in pedagogical science as the philosophy of education resource aimed at solving philosophical, ideological and theoretical-cognitive tasks are shown. The specificity of humanitarian knowledge is highlighted: 1) constant development in time and space; 2) incompleteness of the object’s development; 3) variability of the object’s assessment depending on time, context and expert. The limitations of the research methods used have been established. The characteristics of structuralism have been clarified, which made it possible to attribute axiological, personality-oriented, acmeological, situational-environmental and other approaches to the general scientific humanitarian approach. Conclusion. The characteristics that reflect the general scientific humanitarian approach specifics in pedagogical research are established: the subjectivity of knowledge, the dominance of the “continuation of personality” of the results scientist; intuitive comprehension of the truth and the inapplicability of the logic laws; the permissibility of a variety of interpretations; the inadmissibility of “correctness” criterion. The most popular and relevant approaches that are used in thesis research of a pedagogical profile are identified.

Introduction. The study`s purpose is to analyze legislative acts and documents for the introduction of subject-language integrated learning into the higher education system of Mongolia. The question is raised about the personnel possibility of English teaching subjects at universities in the country. For general pedagogical analysis, the results of students and teachers survey of the Mongolian University are presented. Methodology. The methodological basis was socio-pedagogical, empirical and analytical approaches in the documentation study, theoretical material and data processing study, conducting experiments on the introduction of subject-language integrated learning in non-linguistic subject groups. Mathematical calculations were used for conclusions and subsequent reflection. Discussion. The article discusses the methodology potential of subject-language integrated learning for solving educational problems, emphasizes its positive impact on both language acquisition and “non-linguistic understanding of subjects”. To assess the possibility of introducing subject-language integrated learning, a survey was conducted among future students and teachers. The survey data found a positive effect on language acquisition, in the so-called “non-linguistic understanding of the subject.” The National English Language Teaching Program also emphasizes the need to update the content of English teacher training and ensure that relevant programs comply with international standards. The results indicate a high interest of students in English learning and using English-language materials in practice. However, problems with writing skills, especially grammar and scientific style, indicate areas that require improvement. Conclusion. The survey results and experiment emphasize the need to introduce subject-language integrated learning at all levels in Mongolia education in accordance with national development goals and international educational standards. Addressing gaps in language proficiency among teachers will be crucial for successful language integration at Mongolian universities.

Introduction. Currently, the problem of education in a heterogeneous Russian society, which is facing challenges of an anthropogenic, man-made and ecogenic nature, is becoming obvious. The anthropogenic challenge is accompanied by problems of discontinuity between the levels of education (secondary - general - higher), loss/substitution of traditional spiritual and moral values or attempts to ignore or pervert them. No less significant are personal qualities, which include, for example, intellectual laziness. The technogenic challenge and its ideological orientations actualize the problem of the “man-technology” relationship, and the ecogenic challenge is the predominance problem of consumer mentality in human relations with the surrounding world (spiritual-social-natural). Obviously, there is one source for these problems - education, which is considered an integral part of the educational process. Methodology. The research uses philosophical, pedagogical and historical approaches, which determined the choice of sources and made it possible to highlight the fundamental role of education, which exists in inseparable unity with learning. Discussion. Ignoring education is the essence of the above-mentioned problems rooted in modern education. The problems of modern education manifest themselves at the level of family education, represented by several generations; social space - in various groups (educational, professional, casual, by interests, etc.), united (sometimes temporarily) by a single goal, usually related to obtaining a profession. In these groups, there are carriers of different worldviews, representing in their totality society as a whole, which, with a heterogeneous level of education and loss of basic values, has difficulty responding to the challenges of modernity, endangering its very existence. Conclusion. Russia’s focus on preserving and strengthening traditional basic values determines the importance of education as a “key tool” in the field of education and enlightenment.

Introduction. The focus of this study is on the problem of professional development of a person in the rapidly updating conditions of modern development of society. The purpose of the study was to identify educational and methodological approaches and identify the features of the modern philosophical content of the problem of professional formation in the process of educational activity aimed at its formation. Methodology. The main research method is a theoretical review of socio-philosophical and pedagogical scientific publications containing approaches to the professional development of a person in the context of the development of modern society. The educational and methodological approaches used are examined in the context of the philosophical and theoretical concepts of “personal approachˮ, “activity approachˮ and “praxiological approachˮ. Discussion. The idea of the processes of professional formation in the context of personal, activity-based and practice-oriented formation is primarily due to the peculiarities of the development of the information society and modern ideas of researchers about professionalism. The principles of the education development strategy include, in addition, ideas about the peculiarities of the development of professional qualities of a person, the acquisition of new qualities by a person, a change in the orientation of personality, etc. Their general characteristics are justified within the framework of the practice of labor skills and techniques, the identification of their elements and the compilation of various practical recommendations on this basis. In conclusion, the main methodological foundations and peculiarities of the modern socio-philosophical content of the problems of professional education in its educational process are summarized.

Introduction. This study is devoted to the problem of applying the didactics of pragmatism, its philosophical foundations for building a methodology for teaching natural science disciplines, in particular biology. Methodology. The analytical approach to the study of ways to improve the methods of biology teaching contains a philosophical and methodological analysis of the practical use possibility of the pragmatism theoretical provisions and the development of a methodology for a biology course teaching. Based on a pragmatic approach, students were offered assignments on the topics of the school course in human biology. The key idea of the selected tasks was to teach screening methods for diagnosing functional body systems. Discussion. Biology, like other natural sciences, arose from the practical needs of a man. The practice-oriented philosophy of pragmatism is a constructive methodological basis for working with biological material, studying the functioning of living systems, and therefore the practicality of the knowledge gained in the lesson will arouse greater interest in the subject among students. The r implementation result of this concept in biology lessons in the 9th grade met expectations and contributed to a good assimilation of the material, understanding of the human body physiology by school students at the stage of basic general education. Conclusion. It is shown that the focus on the practical value of knowledge makes teaching a scientific discipline more in demand and interesting for students, which makes it possible to achieve high academic performance in the subject of biology. It is important to note that the acquired knowledge acts as tools for constructing one’s own picture of the world, which includes both an eclectic approach and epistemological pluralism.

Introduction. The relevance of the issue of methodological work with authentic foreign language texts (taken from original sources not for studying purposes) within the framework of regional studies, origin and their interdisciplinary connections in foreign language classes are due to the specifics of the needs of society and the students to navigate various information flows successfully. However, with all the variety of foreign-language information sources, the lexical stock and the ability to perceive information in working with authentic texts are quite limited for students, and the use of interdisciplinary connections for educational purposes is a multi-complex process. Methodology. The study provides a review of domestic and foreign publications on the problems of applying cognitive and communicative approaches to the process of teaching a foreign language as a process of working with authentic English-language texts. Discussion. Awareness of the importance of using foreign authentic texts in foreign language classes is one of the incentives for updating and improving the cognitive model and increasing the general educational and cultural potential of students. The application of interdepartmental cooperation is aimed at combining all knowledge in one subject, which will motivate students to acquire new knowledge, introduce an element of novelty and represent a cognitive interest. To achieve this goal, the coordination of cognitive and communicative approaches when working with foreign language information, in this case with authentic texts that meet the information needs of students, is best suited. Conclusion. The increasing importance and necessity of the effectiveness of the educational process, including when teaching a foreign language, determines the importance of reading authentic literary sources in a foreign language, both general and professional orientation.