Home – Home – Jornals – "Philosophy of Education" 2010 number 1

The article considers the problems of development of the modern domestic education on the basis of unity of gnoseological and axiological approaches in the formation of personal qualities of young people. In opinion of the author, moral education should be understood as nurturing the humanized, value-system attitude to life which ensures steady and harmonious development of the person.

IIn the article there is analyzed the discrete character of social time, which, from the author's viewpoint, is connected with the process of generation change. The discrete character of social time makes it absolutely necessary to turn to the subject-subject approach in education. However, in the Russian educational system the subject-object approach is still dominant. The author finds the reason for this in the fact that in the Russian education time is still considered to be physical. The article emphasizes the necessity to overcome the understanding of time only as a physical phenomenon and suggests starting thinking about time as a social phenomenon.

In the article there are revealed the essence and specificity of the person's existence in the education system, which represents a subsystem in the society's structure, as well as a sphere of activity turned to the person.
The author analyzes the characteristics of the person as the basic, initial structurally-organizational unit of the society and as a product of the education system; and substantiates multidimensionality of interactions of the person, education and society in the modern socio-cultural life. The basic question of education is revealed in the aspect of partial and holistic approaches to formation of the person.
As a whole, in the article there is presented the research of the problem of the person in education from the positions of the basic question of education, in two variants: the unilateral (partial) and complete (holistic) approaches to the person in education.

The authors undertakes an attempt to analyze the formation stages of the domestic philosophy of upbringing. To carry out this analysis, the authors describes two different approaches. The first of them is connected with the understanding of the problematics of the philosophy of upbringing as a part of a wider context of the philosophy of education; the rationale is that the philosophy of upbringing has the same, as the education philosophy, object and subject, as well as the research methodology. The second approach is based on the thesis of non-coincidence of the context of the upbringing philosophy and the education philosophy. Based on the second point of view, the authors offers a periodization of the formation of the domestic philosophy of upbringing.