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"Philosophy of Education"

2014 year, number 3

The historiosophic ideas of eurasianism in light of search for the axiological foundation in building inclusive education

E. V. Nikitenko
Novosibirsk State Technical University, Pr. Karla Marksa, 20, Novosibirsk, Russia
Keywords: Eurasianism, inclusive education, symphonic personality, historiosophy of Eurasianism


The article is devoted to the search and analysis of axiological bases of inclusive education in Russia which are seen in the historiosophy of Eurasianism. The author shows that, while developing the own value bases in creation of model of inclusion in Russia, one can rely on the idea of symphonic personality from Eurasianism. The ontological bases existing in philosophy include, to various degrees, the principles of relationship of people in the society. For N. Luman and Yu. Habermas, communication acts as a condition of interaction of subjects in society, where, according to N. Luman, not only the information transfer acquires significance, but also the perception of information by similar language means. T. Parsons points to the importance of the phenomenon of interpenetration, interchange which is possible between systems. The stability of interpenetration determines also the self-sufficiency of the society. The Euroasian version of the human relations ontology is connected with the idea of unity of the variety, acting as a condition of realization of the personality, and also with the recognition of importance of each subject forming this unity. Having distinguished the Euroasian cultural-historical type, the Eurasians proclaim it to be a special world which essence is hidden in the symphonic personality. It is the polyphony of the Euroasian culture that defines it as a symphonic personality. In practice, the inclusive education in Russia faces a number of problems: unreadiness of the «healthy» pupils and teachers to work together with people with special educational needs; the lack of special psychological-pedagogical training, special knowledge of teaching structure which is connected with the absence in pedagogical programs, techniques of teaching of the sections devoted to inclusion in education, the weak material base necessary for implementation of inclusive education, and also unavailability of city infrastructure to provide mobility for the physically disabled people. In our opinion, for the realization of inclusive education, the key factor is psychological readiness of the subjects of educational process to accept physically disabled people, to perceive them not as limited but as people with special needs. And here it is worth paying attention to the value reference points of the society, a basis of any perception, how we perceive and treat «the other person», gradually introducing these new values. The idea of the symphonic personality can potentially act as the ontological principle on which relationship in the society is built.