Philosophical substantiation of the specifics of the fundamental content of modern education
G. I. Petrova
National Research Tomsk State University, Tomsk, Russia
Keywords: fundamentality, science, education, social challenges, new forms of rationality, humanitarian paradigm of education
Abstract
Introduction. A problem that has never received reflection in the history of the philosophy of education is considered. The fundamentality of science and education has always manifested itself a priori. The powerful force of metaphysics invited science and education to see truth in the foundations and in fundamental depth. Fundamentality requires the up-to-date philosophical reflection. The problem of the article is to find the content of the fundamentality of education that is relevant to modern times. A social theory based on the specifics of the post-metaphysical philosophy is a methodology for solving this problem. Since education, having a humanistic purpose, is designed to prepare a person not only in the profession, but also in culture as a whole, enriching him/her with life-preserving values, it also a priori manifests itself in the humanitarian paradigm, which is a necessary consequence of the reflexive conclusion of modern post-metaphysical philosophy, which has abandoned the reductions of the classical rationalist view. It enriches key trends of social envelopment with life-saving values. Discussion. The fundamentality of education is determined by sociocultural background of the era and the type of scientific thinking. The characteristics of the fundamentality, which correspond to different stages of history are considered. This helps to find the specifics of the modern approach to its definition. The development of the new forms of rationality that complement the strict logic of classical rationality is substantiated. Such forms are trusting, communicative, playful etc. Conclusion. Modern sociocultural changes require a need to redefine fundamentality of science and education. Fundamentality is characterized by not only logical foundations of science. It is characterized by the anthropological, cultural and social challenges. The function of education is to prepare a person, which is able to live in the conditions of modern social dynamics, uncertainty and instability. Today the science and education are no longer intrinsic values for the person. They have acquired the property of a commodity, and reason does not create the dignity of a person, but also has pragmatic characteristics. Therefore, fundamental education has become pragmatic. Modern sociocultural changes redefine the fundamentality of science and education. Fundamentality is defined through the concept of “educational knowledge”, which, according, to M. Cheller, not only characterizes the human mind, but becomes the being of a person, forming his/her spiritual and moral essence.
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