Home – Home – Jornals – "Philosophy of Education" 2014 number 2

The author substantiates the need to study the philosophy of education as a separate discipline, a sphere of knowledge and a thought-creation process with its own object and subject of study. On the basis of the formulated socio-philosophical approach to education, the use of its cultural content, it is shown that the philosophical aspects of the considered problems is at the intersection of the educational picture of the world and the education system, aimed at the formation of the personal qualities. A principle is defined of formation of the self-organizing social institutions. The object of our research interest is the philosophy of education, and the subject of study, its conceptual foundations, reflecting the social processes of becoming and formation of human qualities, in particular, thinking and purposeful activity. The purpose of the study is to identify the conceptual bases of the philosophy of education, which are necessary to understand the personal qualities of the education subjects in the social-cultural space of Russia. Realization of this goal requires solving the following problems: identifying the ontological essence of the philosophy of education; epistemological consistency of philosophy of education; axiological expedience of philosophy of education. Philosophy of education is one of the major mental algorithms of justification and explanation of the essential features of the integral human being. It serves as a kind of thinking «tool» for the scientific-philosophical analysis, social designing and solving problems related to this sphere of human activity. Moreover, the modern philosophy of education, expanding the range of topics and renewing its own essence, sets forth new reference points for reorganization of the education system, articulates new value ideals and the bases of new projects of educational systems and the new directions of educational thought. The essence of the philosophy of education is largely revealed in the course of assessing the dynamics of the system of education. In relation to man, education is considered as a process, as a state and a potential for implementation. It is obvious that education as a process is conditioned by the fact that it has a "timebase sweep" of the interaction of its systemic elements with the ideas that reflect the mechanisms and algorithms of its development. It is indisputable that the state of education and attitudes on the part of the representatives of society uniquely reflect the socio-cultural position in it. As far as the capacity for implementation is concerned, education increasingly assumes the character of one of those areas of life activity of the society which provide a qualitative change and determine its future structure. Consequently, the socio-cultural potential is the basis for simulation of the processes of forecasting the development of society using an appropriate understanding of personality and its culture according to «three points»: past - present - future. A systematic assessment of the dynamics of education is possible in the context of the general philosophy of functional analysis in relation to education. It is the functions of philosophy that reflects a possibility of philosophy of education under the indispensable development of the educational content and the structural changes in the direction of its social effectiveness.