Home – Home – Jornals – "Philosophy of Education" 2026 number 2

Introduction. The systemic modernization of the educational space today affects almost all its spheres, starting with the constructive and technological ones and ending with the ideological ones. In this regard, the question of the correspondence of the conceptual foundations of the new philosophy of education, which is being formed or may be formed in this space, to the traditional attitudes and value orientations associated with the philosophy of education in Russian philosophy, is particularly acute. Methodology. Consideration of the main methodological recommendations proposed in the works of V. V. Russian Russian philosophy’s heuristic potential in relation to the current situation in education and formulate the main risks, opportunities and limitations imposed on the application of basic technologies for the modernization of the educational space in terms of the main principles of education highlighted by Russian philosophy will allow us to evaluate the most effective organization of the educational process and their comparative analysis with modern research in the field of philosophy of education. Discussion. Based on the consideration of the three main principles of education formulated in the works of V. V. Rozanov, the main problems arising from their consistent application in the modern educational space are formulated, taking into account the main trends in its modernization. Preliminary conclusions have been drawn regarding the applicability of practical rules for the application of these principles, developed by V. V. Rozanov, based on the specifics of the learning format, the specifics of the competence approach, the trend of interdisciplinary education and the formation of individual educational trajectories. Conclusion. The three main principles of education highlighted by V. V. Rozanov fully retain their importance for modern education. However, the rules of their practical application require revision and correction, taking into account the peculiarities of modern technologies for modernizing the modern educational space. The recommendations concerning the principle of unity of type, which were least detailed by V. V. Rozanov, however, are no less significant than his recommendations concerning the principle of individuality and the principle of integrity, both from the point of view of V. V. Rozanov himself, can be left unchanged. Rozanova, and from the point of view of the author of the article.

Introduction. In most cases, the integration of administrative and legal support from the state and creative solutions from teachers becomes a favorable background for the introduction of educational innovations. Foreign language education today faces both difficult challenges and promising prospects. Against the background of the boom in artificial intelligence, when numerous automated translation systems for both text and oral speech appear, chatbots and smart technologies are being introduced into the educational process, and non-creative actions are being replaced by robotic technologies, foreign language education should become a truly creative process. Methodology. The article combines the methodology of administrative and legal research of modern education (S. M. Rukavishnikov et al.) with a communicative and discursive approach in modern linguodidactics (O. A. Obdalova et al.). Discussion. The challenges to the formation of foreign language communicative competence, formed in the context of the realities of today’s socio-political and man-made, are substantiated. The legal mechanisms of development and current directions of state support for foreign language education, formulated in speeches of government officials and in official documents, are revealed. The necessity of extraordinary solutions in the field of linguodidactics is argued. Arguments are given in favor of the fact that in the new conditions, the way of specifying the provisions of the federal state standards of higher education, although it does not lose its relevance, demonstrates its insufficiency. The materials of the monograph “The Metaverse of Foreign language Education: Bringing the future closer” (Tomsk: Tomsk State University Press, 2025) are given as an example of innovative, creative solutions in the field of modern linguodidactics. The substantive aspects of the monograph are analyzed in detail, its scientific significance and methodological value are shown. The authors of the monograph interpret the metaverse of foreign language education as a living, creatively saturated cognitive-discursive space that encompasses physical, augmented and virtual reality. In the process of writing the book, the authors applied an inductive-deductive approach, moving from general theoretical positions to specific practical examples, and then returning to substantiating concepts based on data obtained during the introduction of experimental methods into the educational process. The monograph demonstrates the unconventionality of the author’s thinking, the scale of the research search and the masterful combination of theoretical constructions with practical solutions. Conclusion. An organic combination of educational innovations that meet the educational needs of the digital age and socio-cultural aspects of pedagogical science, filled with deep spiritual meaning, can produce positive effects of the practice of the pedagogical process. The best conditions for the realization of scientific and educational creativity are created on interdisciplinary platforms, where government support contributes to the development of intellectual potentials of scientists and teachers.

Introduction. The debate about the fairness of private education is one of the most intense in the field of educational policy. The fact that such a debate cannot be resolved solely by empirical methods determines the need to analyze the philosophical foundations of the debate. Methodology. When analyzing the texts that make up the corpus of the debate, we used the comparative method, as well as the method of contextual analysis (J. Skinner). When considering the practical consequences of theoretical constructs, the potential of post-analytical philosophy, including the method of thought experiment, was used. Discussion. It is demonstrated that the discussion is based on alternative principles of justice proposed by J. Rawls and R. Nozick. At the same time, Rawls’s principle of justice (“justice as fairness”) imposes restrictions on private education, while Nozick’s principle of justice leaves private education free from restrictions. Through an analysis of modern philosophical literature, it is demonstrated that in the 21st century this debate is transformed into a dispute between proponents of alternative principles in the distribution of educational resources: the “principle of equality” (G. Brighouse, A. Swift) and the “principle of adequacy” (E. Anderson, D. Satz). Both principles impose moral constraints on the distribution of resources. However, the “principle of equality” imposes more stringent restrictions that are incompatible with the practice of fee-based schooling and tutoring. The “principle of equality” is based on the concept of educational resources as “positional goods”, which is the basis for prohibiting their uneven distribution in society. Conclusion. Thus, the work demonstrates the philosophical foundations of public policy in the field of education, which should be based not only on measurable goals (the results of standardized examinations), but also on value foundations, in particular, the principles of justice. In conclusion, a conclusion is drawn about the gradual shift of the discussion from the search for an “ideal theory” to contextual relativism.

Introduction. In contemporary discourse such artifacts as the “human factor”, “human potential”, and «human capital» serve as an inexhaustible resource for the society and individuals cultural development. While industrial society was characterized by viewing humans as «capital», which formed the basis of the anthropological approach, post-industrial society requires a revision of this paradigm. Consequently, the theory of humanitarianism is emerging, where the humanities component is “autonomized” and, in its methodological formulation, is interpreted as a humanitarian approach to human capital. Methodology. The study methodological basis is the work of domestic and foreign scientists, representatives of philosophical, social and pedagogical sciences. Anthropological and humanitarian approaches in their socio-philosophical discourse were chosen as the main approaches to their analysis. Discussion. A rethinking of the humanities component of human capital is driven by overcoming the anthropological deficit in higher education (abandoning the static understanding of education as a factor of capitalization; developing the education content and structure aimed at human development; dynamically changing information environment). This approach will not only enhance the social and personal significance of education but also becomes a task for a new justification, understanding, and development of modern human capital, providing guidelines for its implementation in educational practice. Conclusion. In the digital age, education is transforming from a system of imparting highly specialized knowledge into a driver of the humanities component developing of human capital, integrating technological literacy with cultural, spiritual, and ethical values. Harmonious integration of people and digital technologies requires establishing a conscious connection based on a deep understanding of both human and digital nature. It is precisely humanistic values and the distinctive meanings of national culture that can serve as a counterweight to the pragmatic, often superficial, approach inherent in purely technical knowledge.

Introduction. The ecosystem of the family institution in modern Russia is shaped by social and pedagogical values. In order to find sustainable, meaningful foundations for building a new system of coordinates in modern pedagogical knowledge, it is necessary to meaningfully fill the self-awareness of the people, its mentality, and national-forming ideas that clarify the meaning of existence and the tasks of social life. Therefore, the study of the priorities of modern family education is based on the historical and cultural genesis of family life-meaning strategies of the Russian World. Methodology. A review of existing scientific works on the topic of research, a historical and metaphysical analysis of the integration processes of the formation and development of family values is conducted, and an axiological methodology for the content of the life-meaning strategies of the Russian World (social, family, and pedagogical) in their relationship with modern realities is developed. Discussion of the axiological content of the problems of the institution of family begins with a reflection on the metaphysics of the reconstruction of traditional family values in the time continuum of the origin and existence of the Russian World. The conclusion is that family as a value is a sacred phenomenon, deeply rooted in the Russian ethnos as a subject of history and the Orthodox mission that unites Russian society. This metaphysical reality demands passionate service from modern society and pedagogy in supporting the family as a social institution. Formulating the axiological imperatives of the institution of family in Russian family life-purpose strategies is necessary for educating students of pedagogical universities, parents, and educators at educational institutions. The study concludes that, in a situation of social value transformation, it is relevant to discuss finding stable life-purpose value foundations in modern pedagogy to build a new framework for influencing the institution of family.

Introduction. The system of secondary and higher education that took shape in the second half of the nineteenth century was oriented toward an ideological and axiological framework grounded in the study of classical languages. This framework became the methodological foundation that enabled the emergence of the entire culture of the “Silver Age”. The research methodology, taking into account the functioning of the pre-revolutionary educational system and the predominance of cultural and artistic development, employs a comparative-historical approach incorporating methods of analogy and interpretation, as well as the formulation of a hypothesis concerning the mechanisms by which the education system influenced the formation of the «Silver Age» phenomenon. Discussion. The reform of secondary education carried out by the government of Alexander II in the 1870s aimed to create a model of education that would minimize radical and revolutionary sentiments within the academic environment. To this end, all secondary educational institutions were divided into two types: gymnasia and real schools. The former had a humanities orientation, while the latter focused on the natural sciences. Emperor Alexander II and the Minister of Public Education, Count D. A. Tolstoy, believed that the most effective antidote to revolutionary ideas was a classical education based on the study of Greek and Latin, logic, and mathematics. Individuals with such an education would possess a deep understanding of historical and socio-political issues, as well as a disposition toward critical thinking and rigorous argumentation. All of this, it was assumed, would render graduates resistant to socially destructive doctrines. Conclusion. The trajectory of secondary education established by the reform largely predetermined the emergence of the «Silver Age» phenomenon, as the broad spectrum of knowledge acquired already at the gymnasium level enabled graduates to realize themselves in a wide range of fields, including music, history, philosophy, theology, literature, and others.

Introduction. In the context of increasing instability in the global economy, educational institutions are no longer simply venues for knowledge transfer. They are becoming key instruments of international influence and soft power. In relations between Russia and Uzbekistan, education today serves as the primary pillar, guaranteeing the stability of society for years to come. The importance of this topic stems from the fact that previous approaches to cooperation require a serious review, especially given digitalization and changing global technologies. The main objective of this article is to examine existing social and economic differences in order to find ways to align the curricula of the two countries. Methodology. This work is based on a systems approach, which views educational development as a direct consequence of economic processes. The study utilized a comparative analysis of statistical data reflecting labor force movement and large-scale changes in population composition. The methodological framework includes a content analysis of interstate regulations governing the functioning of university branch networks and the verification of qualifications. Discussion. The analysis revealed that the key contradiction lies in the gap between academic standards and the actual demands of the labor markets. Despite expanding international cooperation, access to high-quality vocational education is limited by real income levels and regional financial support. Ethnocultural specificity often clash with standardized educational programs, complicating the adaptation of personnel. Conclusion. It is argued that educational integration between Russia and Uzbekistan requires a shift from quantitative indicators (number of branches, quotas) to qualitative synergy. The development of joint vocational education programs focused on high-tech sectors of the economy is essential. Only by overcoming structural contradictions and equalizing access to knowledge can a unified intellectual space be formed that can drive economic growth for both countries.

Introduction. The relevance of this work is determined by the research need to identify the main characteristics of the philosophy of social existence in a post-industrial society. The infrastructure of a post-industrial society, identified by technical, technological and information processes, is integrated by artificial intelligence (AI), which significantly changes the idea of the classical anthropic principle. It is the anthropic principle, conditioned by social connections and artificial intelligence, that cardinally affects the content of work, giving rise to new algorithms of human thinking and new ways of obtaining education. In the new conditions, the objectives of modern education are to achieve harmony and proportion in relation to the natural and artificial in human life. The socio-cultural transformation of the information society becomes the object of the analysis of social connections between artificial intelligence and human thinking, labor and education. Methodology. The socio-philosophical, socio-cultural approach and methodology of historicism are used to analyze the tasks set. The research is based on scientific sources and studies devoted to the analysis of the use and forecasting of the development of artificial intelligence with its introduction into work, education and social life. The discussion of the philosophy of social relations is devoted to the transformation of working conditions, since automation of production leads to the extinction of many traditional professions, as well as a change in ways of thinking due to the development of artificial intelligence. It has been established that public life translates both positive trends in technologization using AI and negative ones, which are caused by the weakening of public relations between people and the substitution of direct interpersonal communication with virtual communication. Conclusion. The emergence of a new work ethic and new educational requirements require revision. Changes in social relations necessitate a deep socio-philosophical understanding of the prospects for the development of society, the position of a person in it and the improvement of the education system.

Introduction. The article explores the transformative potential of artificial intelligence in teaching modern languages, focusing on reconsidering pedagogical practices under the digital turn and analyzing conditions for integrating algorithmic systems into English language teaching. The research addresses the changing role of faculty amid educational algorithmization. The purpose is to empirically interpret subjective positions of teachers and students regarding generative and analytical AI tools implementation, and to identify transformation vectors of methodological reality in K-12 education. Methodology. The study employs mixed methods, combining quantitative and qualitative analysis of online survey data from Russian school teachers101. The methodological framework synthesizes pedagogy, didactics, and digital transformation theory, examining the issue at the intersection of teaching methods and technological determinism. Discussion. The results of the study showed that a quantitative-qualitative analysis revealed an ambivalent perception of AI: respondents were ready to incorporate algorithmic solutions, which correlated with the request for intensified learning, but there was a lack of methodological reflection on the didactic potential of AI. AI integration catalyzes reconsidering the traditional didactic triad of Teacher - Student-Educational Material, as technologies become active mediators requiring redefinition of pedagogical agency boundaries. Respondents associate intelligent systems with increased language acquisition efficiency and personalized trajectories, indicating a shift toward subject-oriented paradigm. Conclusion. The study confirms transformation of methodological landscape under AI influence, marking a shift from discrete digital tool use toward developing didactic ethics and transforming teacher competencies. Research prospects involve developing adaptive methods preserving pedagogical agency within algorithmic educational environments.

Introduction. This article examines the issue of professional adaptation among newly commissioned officers in the context of the ongoing modernization of the Armed Forces of the Russian Federation. The relevance of this study stems from the need to improve mechanisms for the professional development of young officers in the rapidly changing environment of military service. The object of the study is the mentorship system as a key tool for training officer personnel. Methodology. The study is based on a comprehensive analysis of the theoretical foundations of the military-pedagogical process and the specifics of the “mentor-mentee” relationship. The study employs methods of systems analysis, pedagogical observation, generalization of mentoring experience, and legal analysis. Particular attention is paid to the study of current regulatory documents and the practical aspects of mentoring. Discussion. This study examines key aspects of the military-educational process, including its specific characteristics and the role of the mentor. The main functions of mentoring: educational, formative, adaptive, value-oriented, and motivational - have been identified and analyzed. Modern regulatory documents governing mentoring activities in the Armed Forces of the Russian Federation, as well as existing practices for working with young military personnel, were examined. An analysis of the effectiveness of various mentoring models was conducted. Conclusion. The research results confirm the high effectiveness of the mentoring system in ensuring high-quality professional training for officer personnel. The practical significance of this work lies in identifying the mechanisms of mentoring activities in the context of military service, taking into account modern requirements, reducing the time required to integrate young officers, and deploying them to areas where combat and special missions are carried out. The approaches applied in the Armed Forces of the Russian Federation contribute to shortening the adaptation and development period for graduates of military educational institutions and improving the quality of their professional training. The study makes a significant contribution to the development of the theory and practice of the military-pedagogical process, proposing specific ways to optimize the mentoring system in military organizations.

Introduction. Philosophical evidence of didactic methods in teaching natural sciences is an important component of the modern system of education. Our empirical data lead to an attempt to evidence the potential of pragmatism in accordance with Lazursky’s concept of a natural experiment in teaching biology in comprehensive schools. Methodology. The methodological basis of our research is the analysis of school students’ understanding of practical and theoretical knowledge of biology taught according to the philosophy of pragmatism and Lazursky’s concept of a natural experiment. Discussion. Biology of spiders was chosen as the topic of the lessons. Student’s drawings from life made during the lesson were used to assess their understanding of the material. 28 comprehensive school students (school № 2007 and school № 57) aged 16 to 17 (Мage= 14.5; SD = 0.51) took part in the study. Conclusion. The proposed methodology is relevant for teaching school students. The guidelines for field practice organization were developed and may be used as a didactic aid for biology teachers.

Introduction. The article presents the results of the work of the Altai branch of the Russian Philosophical Society (AORFS) over the past 25 years (2001-2025), which reflect the overall development of university philosophy in Altai. It is noted that prominent scientists, educators, methodologists, and organizers of education for young people and adults in the region, as well as doctors of philosophy and professors, have worked in Altai. The article highlights the declining importance of philosophical knowledge in society and education. But we should not forget that philosophy has existed in all civilized countries for centuries. And in higher education, which has always produced the most educated people, there has always been philosophical knowledge that has passed through the entire history of educated humanity. By excluding it, we are moving away from traditional worldviews and losing the ability to accurately assess the growing challenges facing individuals, society, and the environment. Methodology. The article uses a systemic-dialectical methodology to analyze empirical material from the history of the development of university philosophy departments in Altai. Discussion. The article highlights the main research areas of the Altai branch of the Russian Philosophy of Philosophy over the past 25 years: systems philosophy, knowledge studies, philosophy of education, philosophy of health, and philosophy of culture. It also demonstrates the importance of thematic organizational and educational events, such as: “The Image of Mother Earth in Traditional Philosophical Culture”, “The Value Potential of the Philosophy of Health and a Healthy Lifestyle”, “Problems of Contemporary Globalization and the New World Order”, “Barnaul Development Prospects: A Socio-Cultural Analysis”, “Stories about Great Philosophers”, “Nature in the Life of Modern People”, “The 80th Anniversary of the Great Victory and Its Modern Significance: Historical and Philosophical Discourse”, “The Russian Idea in Education”,” “The Russian Language in Education and Culture”, and “Leading Philosophers of Altai. Anniversaries”. The innovative ideas, organizational activities, and educational work of Altai philosophers have always aimed to provide a holistic view of global problems of social and educational development. Conclusion: Russian civilization will be able to achieve a high degree of sovereignty when it develops its own comprehensive, harmonious philosophical knowledge and has a permanent, highly qualified cadre of specialists of national significance.