Home – Home – Jornals – "Philosophy of Education" 2025 number 4

Introduction. An attempt is made to carry out a radical critical analysis of the transformation of the educational process in the context of the dictatorship of capitalist rationality. The starting point of the study is the conviction that education in its historical and philosophical sense is not simply a set of institutional procedures or the transfer of knowledge, but a complex and internally contradictory process of becoming a subject through self-knowledge, labor, alienation and recognition, which in the Hegelian tradition is designated by the concept of Bildung. In the context of the neoliberal economic system, this essence of education is systematically displaced, replaced by the utilitarian goals of training market operators. The methodology of the study is based on Hegelian dialectics, which allows us to consider the contradictions of education not as side effects, but as symptomatic expressions of the deep logic of alienation of the spirit from itself. Through the prism of the dialectic of master and slave, the current situation is analyzed, in which metrics, KPI and standardized forms of control are becoming a new “master” impersonal but omnipotent. The essence of the discussion revolves around the structural substitution of rational, speculative thinking (Vernunft) with rational, operational rationality (Verstand), subordinated to the requirements of efficiency and measurability. Digital platforms, interactive interfaces and gamified educational environments, instead of being a means of expanding the horizons of thinking, become instruments of disciplinary control and reproduction of capitalist norms. Education loses its ontological horizon of being a space for the formation of a subject capable of transcendence, denial and freedom. The conclusion of the article emphasizes that the modern education system is not just a mirror of capitalism, but its active instrument: it is not neutral, but normative, and as such it participates in the production of a new type of subjectivity - fragmented, adapted, functional, but critically helpless. The way out of this trap is possible only through philosophical reflection, through a return to the dialectical logic of thinking, as a space in which not only knowledge, but also freedom becomes possible.

Introduction. The relevance of the research is to generate the unity of phylogeny and ontogenesis, the unity of the functions of thinking and the structure of thought as the development of the personality potentiality. This is accomplished through being as becoming another, the manifestation of the power of being, the energy-field nature of consciousness, the wave frequency, as well as the foundations of the functions of consciousness, which are characterized by stress-force and energy-potential states. The methodological basis of the proposed research is the integral, categorical-dialectical, cultural-historical approaches. The object is the holistic nature of man as an ideal form of disclosure of his potentiality. Subject: means and methods of revealing the essence of the unity of human nature. Discussion. The problem under study is the inability of modern man to break the ring of his own underdevelopment, to commit an act of consciousness, the act of introducing himself into the world, taking a place in the world, fulfilling his destiny and exercising personal responsibility, striving to be Human. Conclusion. The theoretical study made it possible to reveal the mechanism of the integral nature of man through spiritual, moral and moral development, the unity of affect and intelligence, the unity of connections between the function of thinking and the structure of thought, i.e. education and development. Through the development of consciousness, it becomes possible to overcome the paradoxes of cultural and biological development, cognitive and educational process, which can and should be implemented in the educational process. The study reveals the conditions for a breakthrough to the possibility of a heroic state of personality as a vertical cross-section of various cultures, ideal forms, norms, universal values, according to conscience and honor, one’s own spirituality and the moral foundation of modern man. To do this, it is necessary to be in the continuum of space-time, in the being of thought.

Introduction. For a millennium, one of the main issues of Russian philosophical thought has been the question of forming a moral ideal that would contribute to the prosperity of the Fatherland. Having passed through the centuries, accumulating and being framed, its constant component remained love for the Motherland. The post-Soviet period, which made serious adjustments to the ideological and moral guidelines, has largely changed the attitude of the younger generation to patriotism. Distortion of historical memory, falsification of history, replacement of the traditional paradigm of education with personalistic models, and a decrease in the role of education in shaping the image of the future generation have led to serious social losses. Methodology. Based on the analysis of the results of large-scale sociological studies conducted over the past five years by the All-Russian Center for the Study of Public Opinion, the Russian Society of Sociologists, the Russian Academy of Education and the Academy of Sciences, as well as the country’s leading universities, a conclusion was made about the need to form a modern concept of education based on our own traditions and centuries-old ethical standards. Discussion. The author’s approach to the education of active patriotism as a spiritual and moral organizing principle of the young generation of Russians is proposed, which requires turning to the methodology of social axiology and ethics of education. Civic duty and the obligation to protect the interests of one’s country is one of the foundations of educational strategy today. In this regard, three main concepts have been identified that require special attention to the perception of work ethics as an integral part of the lifestyle, family as a life value and volunteering as a public benefit. Conclusion. A conceptual approach to the formation of spiritual and moral public consciousness will make it possible to create a model that regulates the functioning of social and educational institutions and mobilizes the social intelligence, emotional development and spiritual potential of the Russian public, ready to withstand external challenges.

Introduction. The article is a comprehensive socio-philosophical analysis of massive open online courses (MOOCs) as a key element of the modern system of continuous education. The relevance of the work is due to the rapid digitalization of educational processes, globalization of the educational market and fundamental changes in social structures in the post-industrial society. The purpose of the study is to identify the philosophical foundations and social consequences of the spread of MOOCs, as well as a comprehensive analysis of their impact on the availability of knowledge, the transformation of cultural capital and new models of professional development. The research methodology is based on the synthesis of dialectical and systemic analysis, which allows for a combination of philosophical reflection with a comprehensive study of modern educational trends (principles of andragogy, social theory of education, cultural and historical approach, etc.). Discussion. The study focuses on new social phenomena: radical transformation of the traditional roles of teacher and student, rethinking the concept of cultural capital, formation of a fundamentally new digital educational identity. Particular emphasis is placed on the analysis of the reproduction of social inequality in new digital forms, commercialization of educational content and its impact on the quality of knowledge, as well as a radical change in epistemological models in the context of fragmentation and modularization of learning. Conclusion. The main conclusion of the study emphasizes the dual nature of the influence of massive online courses on modern education. On the one hand, they really expand access to knowledge and create new opportunities for lifelong learning. On the other hand, they give rise to previously unknown forms of educational exclusion associated with digital inequality, differences in motivation and ability to self-organize. In the future, the author highlights the ethical aspects of digital education, the long-term impact of online learning on the processes of socio-cultural adaptation, as well as the transformation of cognitive strategies in the digital educational environment.

Introduction. Contemporary research highlights the contradictory impact of generative AI (GenAI) on critical thinking. On the one hand, the use of GenAI contributes to the development of analytical skills, reduction of cognitive load, and the formation of sustained attention. On the other hand, it may lead to dependency, cognitive offloading, and “metacognitive laziness”. This divergence raises the question of alternative conceptual frameworks that can explain why some forms of interaction with GenAI strengthen critical thinking, while others weaken it. Moreover, given the rapid turnover of GenAI generations, such explanations cannot be reduced to the characteristics of individual models, since these become obsolete faster than they can be thoroughly analyzed. Methodology. The article employs A. Clark’s concept of “cognitive loops”, which describes thinking as a distributed process extending beyond individual consciousness and incorporating external agents. Based on an analysis of data on the influence of GenAI on critical thinking, a model of the cognitive loop ‘Consciousness - GenAI - Consciousness’ is proposed, consisting of four phases: generation, externalization, GenAI output, and internalization. Discussion. The typology of cognitive loops shows that the quality of critical thinking depends not on the mere fact of using GenAI, but on how the interaction is organized. Two key parameters are proposed: the priority of prompt/output and the level of skeptical pressure. The combinations of these parameters form four types of cognitive loops of critical thinking, which demonstrate in which cases GenAI supports critical thinking and in which it substitutes for it. Conclusion. Interaction with GenAI neither inherently adds to nor diminishes critical thinking, but rather transforms the space in which such thinking becomes possible. The proposed typology of cognitive loops of critical thinking identifies the parameters of this transformation and provides a foundation for the development of practices capable of shifting the balance toward strengthening rather than substituting critical thinking.

Introduction. In modern philosophy of education, special attention is paid to the problem of substantiating a new strategy for the development of the education system in the context of its digitalization. The aim of the theoretical study was to identify the main axiological foundations and social factors that influence the process of professional personality formation in modern conditions of society development. Methodology. In the context of socio-philosophical research, modern research is analyzed that actualizes the problems of professional development of a modern personality. The main methods were generalization and systematization. Discussion. The formation of a professional’s personality in his socialization is carried out under the influence of many different social factors (economic, social, political, spiritual). Economic factors in the process of professional personality formation are reflected in the search for solutions to the problems of globalization of education and economic growth in general, the issues of emerging universities of the future, the personalization of education at the same time, and the assessment of the quality of the formed workforce. Social factors are considered in modern research in the context of such basic problems as assessing the socio-professional success of a personality, studying the formation of social success, identifying the specifics of personification of the subject of activity; assessing the level of development of thinking of specialists. Political factors in the process of professional personality formation are considered in the context of solving such basic problems as assessing the sustainable development of an organization in conditions of instability, the dependence of organizational changes on the response to changes in the external environment, and the focus of organizational culture on achieving strategic goals. Spiritual factors in the process of professional personality formation are considered in modern research in the context of such basic problems as the identification of value and semantic orientations of professional educational activity; the identification of personality self-identification features in the context of emerging new socio-cultural characteristics of society. Conclusion. The identified aspects that determine the specifics of the main axiological foundations and socio-cultural factors that influence the process of professional personality formation in modern conditions of society development are summarized.

Introduction. Modern society and the value system of its representatives are changing significantly under the influence of Internet technologies and social networks in the course of intensive digitalization. The work of social networks is based on the principle of recommendation algorithmization, as a result of which the user receives content in accordance with their preferences, interests, political views and value system, and content is personalized. Further, the so-called “information bubbles” are formed, understood as a limited/immeasurable digital space formed by the interests and preferences of the user. These spaces have an impact on modern society. The research methodology is based on an ontological analysis of existing works on the problem of the transformation of the information space, which consists in the appearance of relatively new “components”: information bubbles, “filter bubbles”, “epistemic echo bubbles”, “echo chambers”, significantly changing the perception of reality by man and society as a whole in the direction of distortion. Discussion. The purpose of the article is to consider the phenomenon of the “information bubble” in the ontological aspect, to explore the principles of algorithmization of content in social networks. There are not enough studies devoted to the consideration of this problem. It is necessary to pay close attention to the algorithmization of content, the formation of information bubbles, as they influence the formation of the worldview of the younger generation and adjust the value system of adults, whose worldview, as expected, has already been formed. Conclusion. The formation of a modern person’s worldview and value system occurs under the influence of social networks, where he chooses articles, opinions, images of interest to him, and then recommendation algorithms provide information confirming his views, thereby creating an information bubble. The concepts of “information bubble”, “filter bubbles”, “epistemic echo bubbles”, “echo chambers”, their influence on the formation of the worldview of society, its value system are considered. A model of a triple content selection filter and models of Internet communication are presented.

Introduction. Existing concepts of teaching philosophy face the need for meta-didactic justification in the context of the transformation of educational paradigms. The relevance of the study is determined by the need to overcome the limitations of approaches that appeal predominantly to the historical and philosophical tradition of conveying philosophical problems without properly articulating the challenges of modernity. Methodology. The study uses historical-critical and interdisciplinary approaches, including a comparative philosophical and epistemological analysis of the concepts of the philosophy of education, metaphilosophy, the philosophy of didactics, and the philosophy of science in the context of their interrelation with the problems of teaching philosophy. This approach allows us to systematize various educational paradigms and determine the degree of their influence on the contemporary teaching of philosophy and philosophical education. Discussion. The study substantiates the thesis that the development of a relevant approach to teaching philosophy requires its placement in a broader context related to the philosophy of education. Various concepts of teaching philosophy typically focus on the programmatic basis and the level of detail, which determine the value of the content and the possibility of adaptation to the audience. The importance of situating metadidactic proposals within a broad conceptual context, addressing the basic level of reflection, and addressing changes in cognitive and axiological assumptions is emphasized. Challenges of contemporary education are considered: the elimination of the sapient dimension, subjectivism, the fragmentation of knowledge, and educational helplessness. Particular attention is paid to the integrative potential of philosophical knowledge, capable of overcoming interdisciplinary disunity and promoting the formation of a holistic worldview. A return to a realistic, objectivist, and universalistic approach to the teaching and study of philosophy is advanced as a methodological imperative, capable of reviving the sapient focus of education. Conclusion. Metadidactic reflection promotes alignment with the philosophy of education, emphasizing the stabilizing and culture-forming role of philosophy. Metaphilosophical analysis allows for a concretization of the premises and value of teaching theories, providing their reliable conceptual justification. Classical philosophy is seen as a condition for educational experience aimed at the holistic development of the individual and the return of education to its humanistic essence.

Introduction. This study discusses the technologies of innovative industrialization based on the electric power industry in a hybrid format, which can increase the productivity of enterprises in various sectors of the economy, as well as solve a range of educational problems. The Republic of Tyva is chosen as an example of energy production in short supply. The discussion is intended for master’s students in the field of electric power engineering who study the subject of philosophy of technical sciences, which is taught by professors with a classical philosophical background, and many aspects of science and technology are presented in a highly condensed form. Methodology. The philosophy of education is designed to reveal the ontological foundations of any technical field, which is why the initial methodology for studying the electrification of the Republic of Tyva was based on the sociology of education, the economics of education, and the philosophical and historical genesis of socio-economic events. By using the philosophy of education as a foundation and relying on its methodological framework, it became possible to integrate all areas of research. Discussion. Given the needs of the region’s diversified economy for professional personnel, alternative methods of electrification are being studied based on general scientific methodological approaches (the evolution of economic views on the development of the energy sector, and the educational needs of the new stage of transformations in the electric power industry) to assess the impact of using solar power plants as a tactical link in predicting successful socioeconomic development. It has been shown that the development of hybrid energy in the Republic of Tyva will, on the one hand, lead to a decrease in the cost of electricity and the development of the mining industry, and the socio-economic justification for the need to use alternative energy sources will reduce the likelihood of the region being cut off from electricity in the event of an accident on the only power line. Conclusion. The reorientation of the energy supply policy for the population, the public utilities sector, and other sectors of the economy towards safe energy sources includes the possibility of transitioning from traditional sources to solar energy technologies and from there to hybrid forms. The discussion of these measures from the perspective of the philosophy of education will have an impact on, and in the long term, will improve the quality of life and standards for the population of the Republic of Tyva.

Introduction. The article concretizes the issue of the university code. This question was raised by the authors earlier. The specification concerns the concept of “stability”, which is not identical to concept of “eternity”. Relevance. Modern university is very different from the one that was originated in the Middle Ages and had a long history. Modern university has chаnged the paradigm of its development, purpose, tasks, mission. It is being reformed constantly. It is necessary to think about its new understanding. The problematic questions are the next. What is а “university code” and “university spirit”? What is their significance for the stability of the university? Methodology. It is necessary to show that the university code is identical to its idea. The authors understand the idea of university from the point view of Plato’s methodology, namely from the point of view its teaching on eidos. But they clarify of concept of the code and talk about its two parts: logos (rational cognition the truth) and aesthesis (the spirit of the university, that is, its irrational understanding the code is the trust of the university, because it ensures its historical stability. The idea, or the code, or the eidos of university is its “universalizing matrix”, which find self-justification by changes of the concept of “universalization”. For example, the modern concept of “universalization” is considered by article through practice-oriented education of modern university, which characterizes model of “the university 3.0”. Conclusion. The authors argues that the code and spirit of the university must be preserved.

Introduction. The research is devoted to the problems of bilingual education and the preservation of the native languages of the peoples of Russia, using the Republic of Ingushetia as a case study. The aim of the study is to answer the question of how global and internal socio-economic processes influence language policy. Methodology. The theoretical and methodological foundation is a synthesis of the world-systems analysis (I. Wallerstein, G. Arrighi) and P. Bourdieu’s concept of forms of capital. Discussion. This synthesis allowed for the problem to be analyzed as a consequence of the cyclical fluctuations of a territorially vast semiperiphery (strategies of “integration” and “de-linking” with the world-system) and the socio-economic hierarchy, in which language is considered a form of cultural capital possessing varying degrees of convertibility into other forms of capital (economic, social, symbolic). Historical evidence demonstrates how language policy towards the Ingush population changed depending on the overall strategy of the Russian/Soviet state. In the modern period, the Ingush language, despite natural bilingualism and its official state status in the republic, is in a «vulnerable» position according to the UNESCO classification. The school serves as a key institution that not only reproduces the nation but is also capable of reinforcing social inequality through linguistic standards and curricula. The education system faces a lack of high-quality textbooks, bilingual teaching methodologies, a shortage of qualified personnel, and institutional conditions that diminish the status of the Ingush language. The existing support for the Ingush language at the regional level proves insufficient to bridge the gap in the convertibility of linguistic capitals. Conclusion. Russia’s language policy has a pendulum-like character, oscillating between a tendency towards diversity and a tendency towards intensified unification (through Russification), influenced by world-systemic and geopolitical factors.

Introduction. The study is devoted to the analysis of the Russian idea in education, the main philosophical and ontological approaches affecting the general structure and content of education are investigated. Methodology. The study applies socio-cultural and civilizational approaches in the perspective of comparative analysis of the philosophical and ontological foundations of Western and Russian education. Discussion. The philosophical and ontological foundations of modern knowledge were formed from the mid-nineteenth to the mid-twentieth centuries. Philosophical and ontological approaches, developed mainly by Western civilization by the mid-nineteenth century, were taken as the basis. This is the postulation of the two main alternative foundations of the world - unilateral (partial) materialism and idealism, which are realized, first of all, in the teachings of religious idealism and scientific materialism. Materialism was identified with science in the aspect of the bodily or material atomic-molecular basis of the world. And the comprehension of the immaterial world - spiritual and moral, became the prerogative of idealistic and religious comprehension. The Russian scientist A. A. Bogdanov was the first to publish a fundamental work on the general theory of systems, laying the philosophical and ontological foundations of systemic philosophy as a holistic, non-disjointed knowledge about the world, about systems of any nature - inorganic, organic, social, spiritual. The opposition between materialism and idealism was overcome and the whole knowledge was restored as the unity of the World. This direction of the ideas of Russian philosophy as a whole knowledge about the world in the twentieth century acquired a philosophical and ontological form of systemic philosophy as synthetic dualism. These two different civilizational philosophical and ontological concepts - Western and Russian - formed the basis of the specifics of natural-scientific, socio-humanitarian, anthropic and technical-technological knowledge, which laid different foundations for education - dismembered knowledge of the universal in Western ontology and whole complementary knowledge in the Russian worldview. Conclusion. It is stated that there are alternative philosophical and ontological concepts of being - Western (partial, internally dismembered, conflicting) and Russian (holistic, internally unified, harmonious).

Introduction. An analysis of the factors of social development is presented, new strategic goals are identified for understanding and improving the “quality” of the person himself, developing criteria for this quality that are adequate to reproduce the “flow of social development”. It is these aspects of the educational space that have been the subject of research. The methodological basis is the conceptual and theoretical foundations of the socio-philosophical analysis of the media space, elite and mass education, the subject of educational interaction, as well as the foundations of the balance of human life and society. Discussion. The author formulates the conceptual and theoretical foundations of socio-philosophical analysis in the field of the enlightenment paradigm of media space, elite and mass education, the ontology of the subject of educational interaction, the ethics of physicality, the value attitude to national and cultural traditions in modern conditions, the formation of a professional personality, as well as the search for the value foundations of the balance of human life and society. In most cases, the author’s research was applied in nature, and it identifies man as a phenomenon of the material and existential world. In conclusion, the results of the analysis are summarized and the special role of social axiology in human cognition is emphasized, which should not turn into a simple interpretation of the data of the humanities. The conceptual development of human ontological problems is reflected in the author’s ideas: “The problem of man in modern philosophy”, “Media education as a subject of the theory of knowledge”, “Philosophy of the essence of man”, “Human physicality”, “Man - activity - communication”, “Prospects of human education”, etc. The assessments of social subjects and their implementation, the formation of a new model of the educational space and the understanding of its value bases are presented as the actual socio-philosophical aspects of the study.