FORMATION OF PHILOSOPHICAL OUTLOOK OF THE STUDENTS IN MODERN EDUCATION
S. A. An1, E. V. Ushakova2, N. V. Nalivayko3,4
1Altai State Pedagogical University, 55, Molodezhnaya St., Barnaul, Russia, 656031
2Altai State Medical University, 40, Lenina Ave., Barnaul, Russia, 656038
3Institute of Philosophy and Law of the SB RAS, 8, Nikolaeva St., Novosibirsk, Russia, 630090
4Novosibirsk State Pedagogical University, 28, Viluiskaya St., Novosibirsk, Russia, 630126
Keywords: мировоззрение, философское мировоззрение, картина мира, детское философствование, специфика мировоззрения в образовательных культурах Запада и России, world outlook, philosophical outlook, world picture, children’s philosophizing, specifics of the world outlook in the educational cultures of the West and Russia
Abstract
The article examines the problem of the essence of holistic knowledge and philosophical outlook of the students in various periods of their life: from childhood to youth, and further transforming into adulthood; the world outlook of the person and society at different stages of development. Some analogies are drawn between philosophizing of children and adults. There is indicated an important role of philosophy of education in determining the socio-cultural aspects of the formation of philosophical outlook in terms of the information age of the XXI century. An analysis of the problem of formation of philosophical outlook with the help-means of pedagogical tools has revealed the specifics of approaches to education in the cultures of the West and Russia, in connection with which we can draw the following conclusion: there is no need (and it is even dangerous) to recklessly accept the other-culture’s Bologna postulates of education, which are foreign to our culture, the Russian mentality and Russian real living conditions of people in the beginning of the XXI century. Understanding of the social and cultural specifics of education in the modern world, especially in solving the problems of forming a holistic outlook of the person, does not lead to isolation of educational cultures, but, quite the contrary, can be of great help on the way to cooperation in the sphere of education with flexible interaction and mutual enrichment of cultures of Russia, the West and the East.
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