Home – Home – Jornals – "Philosophy of Education" 2025 number 3

Introduction. Teachers who use a set of pedagogical technologies presented in modern didactics in their practice tend to use them intuitively, without referring to well-founded checks of their effectiveness and safety. This fact highlights the relevance of the evidence-based approach in education, which is widely represented in foreign studies of educational practice and is just beginning to take shape in the scientific and educational space of our country. Methodology. The research is based on a reflective analysis of foreign and domestic publications characterizing the meaningful meanings of the formation, development and application of an evidence-based approach in the process of solving scientific and practical problems in various fields of knowledge, including in the educational field during the formation of professional competencies of chemistry teachers. Discussion. Evidence-based education is an approach to educational processes that uses methods based on reliable evidence obtained experimentally in scientific research. The evidence-based approach is currently widely used in the foreign educational field (J. Hattie et al.) and is beginning to be used in the system of training and advanced training of Russian teachers. At the same time, a kind of reference point for the implementation of the ideas of the evidence-based approach in educational processes is the Standard of Evidence-Based Practices in the Field of Childhood, developed as part of the implementation of the state program “The Decade of Childhood” (2018), which is focused on identifying social (including educational) practices with proven effectiveness. Conclusion. The unified federal system of scientific and methodological support for teachers and managers, which has been created and is being developed in Russia, is aimed at continuous improvement of the professional skills of teachers and managers. It is likely that one of the main drivers of the implementation of the ideas of evidence-based education in the field of chemistry is the professional pedagogical communities (the All-Russian Public Organization of Teachers and Lecturers of Chemistry and its regional branches, which are represented in almost all regions of the Russian Federation).

Introduction. The modern university is in crisis. It is necessary to find the reason for this. The article updates the concept of “idea of the university” (J. Newman) and refers to the ancient Greek understanding of eidos (Plato). This allows us to connect the eidos (idea) of the university and the concept of the “university cod”. It makes possible to see the university essence, which manifests itself in a multitude the individual universities (of different cultures, nations). The problematic issues arise: “What is the university code? How the crisis of the university is connected with the transformation of its Idea-Code? How these concepts are connected with the life or with the disappearance of the university (including Russian ones)? Is there a possibility (necessity) to preserve the university not only in the verbal but in the essential-code also?” The specification of posed problem is connected with search for the university code and the justification of its manifestation on the national spirit of Russia. The methodology of solving for these problems is Plato’s teaching on eidos (ideas). Eidos gives birth to the objective world in the multiplisity of phenomena. This methodology allows us to find the idea (the code) of the university. The university code is something common that characterizes all universities at the same time. The code of a university is influenced by the specific the cultural national context of individual countries. Discussion. The general university code is influenced by the specific national context of cultural development. Of great importance in this process is the nature of the cultural relationship between the structures of logos and esthesis. The article substantiates the specifics of the Russian university’s code by the role of aesthetics in Russian culture. Conclusion. The issue of preserving the university’s code is being raised. It is proposed to further discuss specific issues related to the combination of two components at the university: the “light of reason” (logos) and the “spirit of the university” (estesis). It is concluded that it is necessary to store the university code. Its elimination transforms the university into another social structure (for example, into an economic corporation).

Introduction. In the digital transformation context of education, it is relevant to study the influence of datafication processes on the transformation of the ontological characteristics of the educational environment in terms of changes in intersubjective relations. The purpose of the article is to consider datafication as a factor of constituting the subjects of education. Methodology. The theoretical framework by the principles of a systems approach to the analysis of education as a complex social system, an epistemological methodology for considering the empirical level of cognitive activity, and a hermeneutic approach to interpreting the results of the analysis is determined. Discussion. Datafication as a manifestation of a new level of digitalization of education, characterized by the introduction of artificial intelligence (AI) and big data analytics into the core of the functioning of educational systems is considered. The thesis is put forward that datafication becomes the context and an essential factor in the transformation and development of structural connections in the educational environment, as well as the constituting of subjects of educational relations. The article examines the relationship between the subject’s status and its representation by data, the trends in introducing new “data-subjects” into the educational process and the transformation of classical status-role and competence characteristics of teachers, the role of data analysts in constructing the educational identity of individuals. The internal inconsistency of the paradigm of datafication in education - the development of an environment oriented towards the personally defined needs of the modern “extended personalityˮ based on standardized algorithmic requirements and models is shown. Conclusion. Datafication in education has a significant impact on the processes of constituting structural connections, subjects and elements of the educational environment. The emergence of new configurations of intersubjective interaction in education, the transformation of status-role characteristics and the perception of professional subjectivity necessitate the analysis of these processes in the ontological, anthropological and axiological aspects.

Introduction. This article examines the philosophical connotation of the concept of “collective as an educational subject” and its main characteristics in modern education. The collective as an educational subject is designed to counter the alienation and fragmentation of atomized education and to recreate the communal and emancipatory nature of education. Its main value lies in the balance between individual freedom and social connection through the collaborative production of knowledge, the ethical transfer of responsibility, and the democratization of technology, so that education can become a “symbiotic experimental field” for the education of democratic citizens and the promotion of social justice. Methodology. The methodological basis of this study is based on an interdisciplinary synthesis of philosophical, pedagogical, and sociological approaches. The main methods include critical philosophical analysis. The deconstruction of the concepts of “subject”, “responsibility”, and “knowledge” is based on the dialectics of the individual and the collective. Discussion. This study defines the concept of the collective as an educational subject from the perspective of ontology and epistemology, and explains its main features by summarizing them in five dimensions. The novelty of the article lies in its critique of the atomistic individualistic paradigm of education, its reconstruction of the social and collaborative nature of education, and its extensive synthesis of Russian and Chinese literature to analyze the issue. Conclusion. The concept of “the collective as an educational subject” does not return educational theory and practice to totalitarianism, but rather allows for the creation of an inclusive ecosystem where collaboration, technology, and critical thinking overcome atomization, fostering socially responsible citizens. It can be predicted that the future of education in practice will be based on the premise of collective and then personalized education based on individual differentiation, complemented by modern educational technologies (distance learning, artificial intelligence, digital educational platforms, etc.).

Introduction. The formulation of the existence problem of the Russian idea in modern education is explored. Monitoring is carried out on the basis of a comparative analysis of secular (state) and religious education, with a general assessment of Russian and Western socio-cultural traditions. Methodology. The dialectical method, systemic and sociocultural approaches were used when considering the dynamics of educational processes from the modern era to the present day. Discussion. According to the authors of the article, the philosophy of the Russian world and the potential of the Russian idea in modern education are mainly related to the essence and strategy of a solidarity/social state, in which it is possible to establish a healthy balance of people’s lives in nature and society. The meaning and essence of the Russian idea is reflected in the concepts and practice of forming a whole person in his development and self-development. The main meanings in education are the versatile preparation of the individual in the following aspects: a person for society; a man for the family; man for himself; society for man, man in harmony with nature. When implementing these meaningful life values of the Russian idea in modern pedagogical activity, it turns out to be the most adequate and promising. The statement of the problem consists in a deep study of the philosophy of the Russian idea for the organization of modern education. Several levels of general knowledge are emphasized: general philosophical ontological, methodological and epistemological, philosophical-anthropological, social-philosophical, ethical-axiological and psychological-pedagogical (in theoretical and activity aspects). Conclusion. Turning to the heritage of Russian philosophy, we can conclude that the “Russian idea” is an empirically revealed form of existence of the national spirit, phenomenologically manifested in the intellectual activity of the educated majority of the nation in the form of a set of ideal ideas about the past, present and future of education.

Introduction. The study raises the issue of the quality of the course “Fundamentals of Russian Statehood” and the civilizational approach as its scientific basis. The course, designed to shape the students’ worldview, is implemented in a situation of opposition to the core of the world-system. This circumstance allows us to draw parallels with the Soviet period, when Marxism-Leninism was the scientific basis of social science disciplines. Methodology. World-system analysis is used as a methodology. The capitalist world-economy presupposes the adaptation of the worldview of social groups and individuals to the inequality of socio-ecological niches created by the international system of division of labor. Education is a means of adaptation to the dominant order and political ideologies - metastrategies in the form of liberalism, conservatism, radicalism (socialism). Contradictions in the world-system activate centers capable of resisting liberal hegemony and offering a world order based on radicalism or conservatism. Unlike the Soviet period, the modern Russian confrontation is based on a conservative ideology that has received scientific justification in the civilizational approach. The problems of the civilizational approach are described by the method of identifying epistemological traps. Discussion. The collapse of the USSR created the preconditions for the adoption of the civilizational approach as the leading direction of social sciences. In the civilizational approach, there is no agreement on the content of basic categories, which, when explaining social dynamics, gives rise to contradictions that are either ignored or lead to an unjustified distortion of the original concept, or are resolved “ad hoc”. Textbooks broadcast concepts of the 19th - first half of the 20th centuries, contain a lot of epistemological traps, and are not capable of explaining at the level of modern theories of social dynamics. In science, there are studies that suggest a synthesis of world-system, civilizational and network concepts, but they cannot be used as a scientific basis for the course “Fundamentals of Russian Statehood”, since they do not correspond to its ideological component. Conclusion. To form a holistic, scientifically based worldview, a scientific paradigm with the appropriate integrity is needed. The FRS course does not have one. The course broadcasts the pre-paradigm stage of not the most modern concepts of the civilizational approach.

Introduction. The analysis of the problem of increasing the salaries and adequate remuneration of teachers in the education system in general, and higher education in particular, requires comparative studies of the level of teachers’ salaries now and a hundred years ago, in the last peaceful year of the Russian Empire. The question of “What has our country achieved or lost over the past time?” is not only of academic interest. The experience of the past allows us to adequately understand the present, given the potentially vast amount of statistical information on the entire education system. The purpose of this article is limited to a comparative study of the financial and social situation of the professorial group of higher education institutions in the pre-revolutionary period of the Russian Empire and in modern Russia. Methodology. A comparative analysis of literary sources containing information about the salaries of teachers and their social status in the Russian Empire, as well as in modern Russia, was conducted. Discussion. The salaries of professors/doctors of science vary both by region and by position or by the “weightˮ of the university in the Russian education system. Currently, in Russia, for a salary ranging from 100,000 to 200,000 rubles per month, we can see that in 1913, the salary of a professor/doctor of science was no more than 50 % of the material wealth of a professor in the Russian Empire a century ago, not to mention the social prestige and recognition of professorial work. Conclusion. The status of a modern professor is completely different from its status 110 years ago: its characteristics are mostly negative. There can be no talk of “belonging” to elite social groups (with rare exceptions such as academics or rectors).

Introduction. The polyphonic state of the media universe will allow us to talk about cognitive co-evolution and the desire for super-complexity of noospheric knowledge of man and humanity, from which, in fact, today a universal social picture of the world is formed. In matters of education in the global media space, one has to rely, firstly, on the historical experience of the “spiritual ascent” of each individual civilization; secondly, on the strengths of a person’s cultural model, patterns of intellectual and creative development; thirdly, on the understanding of media education as a universal program for the formation and development of knowledge about the world. The study aims to reveal the modern understanding of educational activities in the media space, within the framework of the Russian-Chinese socio-philosophical discourse, outlining the value foundations of media education. The research methodology contains ontological and socio-philosophical projections in the development of a new concept of “media education” in its value foundations. The discussion of the value foundations of media education is framed within the framework of the content of Russian and Chinese value priorities in the media space. The development and strengthening of bilateral relations is planned on the basis of media platforms. In this regard, ontological value projections in the genesis of the formation of enlightenment as a universal program for the formation and development of knowledge are considered. Some parameters of media education as a source and mechanism of cognitive changes on a mass scale are formulated. And a definition of the concept of “media education” has been developed in its value foundations as an invariant of innovative educational practices. Conclusion. Conclusions are drawn about the possibility and necessity of forecasting media educational activities with the need to maintain a balance between innovations and traditions in order to preserve unique experience and national identity.

Introduction. The use of neural networks by students to do written works seems to be one of the new challenges for the entire educational system. The pedagogical problem is, first of all, that in these cases the competencies prescribed by the standards are not formed. These tools may generate false answers that, in addition, may violate ethical norms or requirements of logic, objectivity, and impartiality. Thus, the purpose of the work was to study the capabilities of popular neural networks in solving various types of tasks in social and humanitarian disciplines, as well as to draw up recommendations for teachers on the transformation of the pedagogical process, taking into account the new realities. Methodology. We distinguished 10 types of tasks typical for disciplines of the social and humanitarian cycle, and loaded them into the two most popular models, DeepSeek and Alice (Yandex). The responses of neural networks to 500 queries were evaluated qualitatively (by depth, content, logic, etc.) and were rated quantitatively (in points and percent). Then we compared these responses with each other and with students’ grades on similar tasks. Discussion. Analysis of empirical data showed that neural networks, on average, cope well with such tasks as giving a definition, listing features or positions, arguing a point of view on a problem. Some difficulties arose with search tasks (indicating personalities, determining the affiliation of a quote, etc.) and commenting tasks (interpreting a quote taking into account its context in the original source). It may be due to the peculiarities of machine learning and data unpacking, as well as translations and the availability of Russian-language sources for a Chinese neural network. The examined neural networks write complex tasks (essays, projects) rather superficially, with low heuristics, without referring to literature, etc., if skillful prompt engineering was not used. Conclusion. Based on the results, recommendations were formulated for compiling tasks taking into account the strengths and weaknesses of popular neural networks. Concrete advices were also given on the diversity of types of work and the definition of text generating

Introduction. In the context of growing migration and the multiethnic educational environment, the problem of educating teachers to work with children with a migration history is quite relevant. There is a need for an integrated approach to teacher training, including in the academic disciplines of the psychological and sociological cycles. Sociological and psychological knowledge ensures the readiness of teachers for the legal and social protection of children with a migration history, providing psychological assistance and support to children and adolescents enrolled in Russian educational institutions. Methodology. The study formulates the methodological foundations of training future teachers to design effective programs of socio-psychological support for children with a migration history; four approaches based on personality-oriented, systemic, cultural and activity-based approaches are presenting. Discussion. The article reveals the stages of teacher training for the socio-psychological support of children with a migration history, shows the specifics of their education in the psychological and social disciplines of the Core of pedagogical education. The key areas of teacher training for socio-psychological support are highlighting social and psychological diagnostics, language and psychological support, the formation of intercultural competence, interaction with the family and the creation of a multiethnic inclusive environment. A comprehensive support model is considering, which includes five interrelated components (diagnostic, psychological, socio-pedagogical, cognitive, and cultural and leisure). Conclusion. Successful integration of children with a migration history is possible only if teachers are preparing for systematic interdisciplinary support, legal regulation and the introduction of innovative socio-psychological technologies. The ability of teachers to provide high-quality social and psychological support should become an integral part of educational policy for children with a migration history.

Introduction. The article analyzes different approaches to teaching the discipline of Bioethics in medical universities, which is a comprehensive subject that combines humanitarian knowledge in the form of professional ethics for doctors, as well as an analysis of a number of modern biomedical technologies from the perspective of moral relations between doctors and patients. Methodology. The article uses systemic-philosophical and axiological methods, as well as sociocultural, ethical, and comparative approaches to the problem of teaching bioethics. Discussion. The article substantiates the position that the transformation of philosophical and anthropological issues in the modern world naturally affects a number of humanities-related educational disciplines in Russian higher education institutions, including the teaching of bioethics in medical universities. The article analyzes more general contemporary philosophical views on the human being, ranging from holistic views (the human being as a holistic spiritual, moral, psychosocial, and bodily being) to partial views (the one-sided human being, the consumer human being, the service-oriented human being, the self-centered human being, the deconstructive human being, the cyberhuman being, and so on). Depending on the choice of philosophical views on the human being, the transformation of the humanities disciplines, including bioethics, occurs. In general, there are modern Western and Russian sociocultural approaches in this discipline. Conclusion. The traditional Russian philosophical and pedagogical approach focuses on the holistic content of the discipline of Bioethics, with a predominance of moral and ethical guidelines for the treatment of humans in medicine. In contrast, European approaches are more diverse and based on partial approaches, particularly in relation to the commercialization of medicine. This discipline, in a comparative perspective, requires the examination of different approaches to humans in medicine, with a critical analysis of the potential outcomes.

Introduction. The existing concepts of digitalization, information, and information-communication technologies as key elements of the strategy of educational gnosis represent the expression of both historical and contemporary achievements in scientific rationality within the fields of mathematics, logic, cybernetics, and information theory. The doctrine of the information society, its inherent educational institutions, and the diverse forms of their speculative-theoretical representations are the result of modern attempts to clarify the cultural and civilizational meaning of the revolution in mathematics and computer technology. Therefore, the issue of the educational significance of digitalization and the techniques of information-communication modeling should be formulated and considered in the context of analyzing the nature of scientific knowledge, the conditions for its reliability and truth, its cognitive value, and the limits of applicability of methodological, conceptual, and terminological tools. Methodology. The study employs historical-critical and interdisciplinary approaches, encompassing a comparative philosophical-epistemological investigation of the concepts of the information society and the knowledge society. This is done within the context of analyzing their substantive (dialectical) and semantic (phenomenological) content, as well as examining the methodological and ideological strategies of digitalizing education. Dialectics is interpreted as the “science of connections in contrast to metaphysics”, a theory of the “unity of opposites” that enables the mental reconstruction of an object in its contradictoriness, processuality, and integrity. Phenomenology is utilized as a method grounded in techniques for expressing all substantive content through acts of consciousness, thereby de-objectifying objectified logical relations. The systematic application of a suite of philosophical-epistemological analytical tools offers a tangible prospect for uncovering the cognitive significance and delineating the boundaries of applicability of digital and information-communication technologies in the educational sphere. Discussion. The concepts of digitalization, information, and information-communication technologies, borrowed from the fields of mathematics, information theory, and cybernetics, are not epistemological tools that directly capture specific educational or, in general, any social entities. Conclusion. The solution to the tasks arising from this, namely determining the boundaries and identifying the substantive content of the “digital educational environment”, requires the development of a specialized system of philosophical-epistemological analysis tools that enables correct interdisciplinary synthesis.