Home – Home – Jornals – "Philosophy of Education" 2018 number 1

According to the author, globalization of education cannot be studied outside the boundaries of cultural globalization. The concepts of global culture have emerged in different historical epochs generated by different social, political and economic conditions of cultural development. These concepts appear in the historical periods when science experiences another obvious global scientific revolution forming a specific style of thinking and developing new frameworks of categories and concepts. Global current educational modernization and modification of academic processes are determined by the fifth wave of technological innovations that relies on achievements in microelectronics, information science, biotechnology, genetic engineering, etc. Cultural globalization that mostly involves these technological advances inevitably includes the educational system into the space of these trends. The fifth wave of technological innovations directly determined the modification of academic processes that relies on the need for large-scale application of new digital technologies in education and university management. Globalization processes (political, economic, or cultural) lead to the following changes in the education system: activation of academic exchanges; emergence of new states importing and exporting educational services; establishment of united educational systems. The European educational system was formed as a result of the Bologna process of 1990s-early 2000s; it relies on the principles of unification. The educational system established by the universities - members of the Association of Pacific Rim Universities is based on the universalization principles. Self-presentation of universities in the Internet space of APR countries is not only a reflection of their competitiveness; it also reveals the differences in the mission and functions of the western universities (North America, Australia, and New Zealand), universities of East Asia and universities of Russia. The author concludes that transformation of the education system is a consequence of cultural globalization as a form of being; the transformation is directly affected by this process and follows two paths: formation of personality in the informational society as a «program» that allows the society to move to its new state; modernization of national systems of education as a process of universalization or unification of their structures that result in the formation of a unique educational and / or cultural space.

Today, many talk about Global Educational Crisis, loss of human values and spiritual decline. Why is the global education system falling apart? And why all these reforms adopted in this sphere are ineffective? The authors of this article studying the history of pedagogics and education in many countries of the world, have concluded that the idea of education changed itself together with its objectives and values. In general, the education system has passed through several stages of evolution - from the dominant of upbringing, then teaching, to the complete oblivion of education, its transformation into a simulacrum. The modern education system, in the absence of content, simulates itself, it is not able to create a new human being, to give him/her value orientation, to educate him/her. However, it is not necessary. The main goal of modern education is the transformation of homo sapiens into homo consuming, into an element of consumer information culture. What is the reason for this situation and how to stop this process - this will be discussed in this article.

The purpose of the article is to find the points of contact that arise in the process of interaction between the educational organization and the business community. Strengthening the interaction between the educational organization and the business community is possible with a clearly defined order of joint cooperation, as a result of which the stakeholders should bear the distributed responsibility and clearly fulfill their responsibilities in the process of cooperation. In conclusion, the authors conclude that the process of interaction between the educational organization and representatives of the business community contributes to the competitiveness of not only the educational organization, but also the graduates, while ensuring the sustainable development of the territory.

The article deals with the goal-setting of Russian education in the context of the global socio-cultural transition. The author thinks that domestic education is able to play the role of a «motor of changes» and simultaneously play the role of a protector which defends Russia from threats emanating from a new post-industrial reality. To this end, it should be oriented towards the formation of homo creator. The constitutive feature of this type of personality is the desire for creativity - the activity motivated by the internal, post-materialist interest, the thirst for heuristic activity. «The creative person» is able to become a guarantor of preserving Russia's otherness and preserving human nature in the subject of post-industrialism. The homo creator can stand against the onslaught of the «soft power» of a comfortably equipped, technologically advanced civilization of the West, and against the threat of «neo-barbarity», produced by immigration from countries of the South, whose culture is foreign to tolerance, openness to dialogue.

The article is devoted to the consideration of the processes of digital socialization in interrelation with the basic (epistemological, axiological) aspects of the philosophical analysis of education. The importance of philosophical reflection for understanding the essence of the modern paradigm shift in education is analyzed. The author shows the necessity of the philosophical analysis of the image and nature of modern human as a subject of education for the conceptualization of the goals of education and for finding the forms of didactics that will stimulate students to acquire knowledge. Special attention is paid to socializing potential of online learning practices. The field of online learning is analyzed as an actively expanding space of socialization. The pro-social attitudes and competences of individuals that are formed in the E-learning process and conditioned by the very model of these practices are considered.

Presently, there take place cardinal changes in modern scientific picture of the world, which presses to reconsider the existing outlook and, first of all, its social and humanitarian component. Scientific cognition has arisen from the need to create complete picture of the world around. However, in practice, studying different reality has resulted in the need to segment the nature, to create disciplinary borders; hence there appears narrow specialization of science and education which has generated the branch principle of the organization of economy and production. The complete scientific picture of the world demands returning to natural philosophy. The transition tendency in scientific, social and educational space from narrow specialization to interdisciplinarity integration and convergent interaction is manifested.

Education involves the formation of not only professional skills, but also personal, human qualities, general cultural knowledge and skills. In the modern technogenic society, whose main driver is technology, the processes occurring in all social spheres are determined by the logic and dynamics of a technical nature. Hence follows a specific request for education, which is expressed in the need to «produce» such a person who will perform functions in the logic of the technical. However, the sphere of the human is not limited to the technical aspect. The vector of sociocultural dynamics, which today depends on technology, is focused on the person and his/her needs. However, it turns out that the requirements of the environment, which was created by humans and for humans, reorient him/her to «improperly human» qualities, which should give him/her social advantages. Thus, we should talk about returning a proper human, humanitarian aspect to education. It is exactly the challenge, because the environment itself is, at least for the moment, not ready for that and requires the person to be a function of the technical.

Public education is presented as a specific manifestation of the all-encompassing educational process in the natural-social integrity. From the standpoint of the philosophy of holism, the doctrine of noosphere and synergetics, the possibilities of education in solving the problem of harmonious coexistence of nature and society are substantiated. The author proceeds from the logic that intellectual and spiritual changes of people occur in the sphere of public education, which is reflected in the noosphere. The noosphere, in turn, affects the state of the entire universe. Consequently, in solving the problem of sustainable development, the potential for education should be more fully realized. At the same time, education itself, the state of which is officially estimated as crisis, needs a radical change in the direction of integration of the individual with the world around him/her. Prerequisites for such changes in real practice are available both in retrospect and at the present time. This is evidenced by the experience of the ancient Greek «paidean city-states», the countries of Europe in the ages of Renaissance and Enlightenment, the experience of the East Asian countries and the USSR, the modern «Finnish educational miracle», the expert assessments of the educational mission by the intellectual elite, the projects for the development of socio-territorial systems through education and culture. It is proposed to look for the solution of the problem of the education crisis not only in the education system itself, but within the entire natural and social integrity, of which the individual and the public education are an integral part.

In the paper, the questions of the state of the existing education system in the country, its tendencies and consequences for efficiency of development of the educational process are considered. The review of philosophical thought on the existing educational models is carried out and the conclusion about their critical character is drawn. It is proposed to consider educational process as a manageable mechanism assuming existence of the target vectors formed by a control system (statehood). The concept of change of the social behavior logic in the aspect of improvement of education is explained. We introduce the concept of «failure point» characterizing the moment of deviation of the subjective modern paradigm of education from its objective mission designed to give reliable knowledge confirmed by the principle of “practice as the truth criterion”. We reveal major factors (criteria) of the vector of the management error, the elimination of which will lead to sustainable development of the model of education and the crisis-free existence of the society.

The article is devoted to analysis of the influence of global processes, which involve people, on the prospects and directions of development of modern civilization. We focus our attention on one of the major problems, namely, the human impact on the environment and the consequences of such influence on all spheres of life. The authors consider possible scenarios for different regions of the world and shows how socio-economic and climatic changes can affect different spheres of the world community, which ultimately will determine globally the prospects for the development of modern education.

In the conditions of innovative development of society, there becomes more popular the understanding of education as the main factor of socio-economic growth and the formation of innovative potential of the state. Determining the potential of human development, education plays a leading role in creating the conditions for the emergence, self-realization and self-determination of the person and acts as the main priority of modern society and the state. Accordingly, the development of the foundations of management of education and human resources involves the implementation of theoretical analysis, definition of optimal approaches to education management, identification of mechanisms of administrative cooperation. One of the main resources for resolving the arising problems and improving the efficiency of educational organization is various managerial innovations associated with the transformation of the structure, culture, relations, systems, procedures, leadership style and other components of the organization. In this context, significantly increases the role of knowledge about managing organization, its structure and functions that guide its development or, on the contrary, contribute to its deformation. In the framework of development of modern science, there has developed a certain system of methodological approaches to education management: 1) the approaches where the subject of study is the management structure; 2) the approaches where the subject of research is the effectiveness of management activities or the identity of the person (managing and being managed). Despite all the significance of the approaches (process, problem-functional, special-purpose, motivation ones), there is required an approach which provides the possibility of new ways to approach the problems of management of the pedagogical system, considering them from a position of openness, cooperation and orientation to self-development. This article is devoted to analysis of the main aspects of modern education from the perspective of post-non-classical scientific paradigm. In the article, there are further developed the main positions of system-synergetic approach to the development problems of modern education, to the increase of effectiveness of the mechanisms regulating activity of the subjects of administrative interaction. The authors presented the organizational structure of management education, identified its essence, considered management functions education (traditional and innovative), considered the phenomenon of anthropocentrism, determined general features that characterize the education management from the viewpoint of system-synergetic approach, identified the mechanisms that regulate the activity of subjects of administrative interaction. When considering the problem of administrative cooperation, the authors put emphasis on the internal activities of the human being, which leads to the concept of polyphonic self that reflects the person's ability to respond quickly to continuously changing realities of time and combine in the life process the complex and sometimes contradictory self-images, but united by the man into a holistic experience that ensures their harmony.

The article contains a brief analysis of the problem of establishing entrepreneurial universities. The changing requirements for education in the era of post-industrial society are considered. The concept of academic capitalism is presented and its main features are commented on. The main attention is paid to such areas as the field of academic personnel and academic culture, research activity, the field of organizational and administrative structures, the field of culture and relations between the state and higher education. Based on answers to questions about how the university should change, while remaining a university, and what will help it to develop its adaptability, the main objectives of the research are formulated: the definition of key elements that determine the ways of transition from the traditionalism of the modern university to its proactivity, innovation and entrepreneurship. The basic elements of the transformation of a classical university into an entrepreneurial university are reviewed in detail. The author shows the structural variability of the university as an educational institution and its essential stability. The urgency of the socio-philosophical and philosophical-methodological interpretation of the reform of higher education and its institutions is substantiated.

The article deals with the issue of the moral state of Russian society as the basis for the formation of civic identity at the present stage. The studies examined by the author demonstrate the negative state of morality and morals in modern Russia. Today's Russian reality is characterized by declining cultural level, moral degradation and criminalization of society, the erosion of values and social norms. This is manifested in different areas. The author singles out one of the urgent problems of the young sovereign state, i.e. the formation of a civic identity that is associated with the problems of the development and functioning of civil society. Particular attention is paid to the moral condition of modern Russian youth as the future of our country. The article provides a brief review of the research of the moral and psychological characteristics of modern students. It also describes and discusses the studies of the dynamics of the morals of schoolchildren in the city of Novosibirsk as well as the formation of their identity on a sample of 1000 respondents. The author has revealed the interrelation and mutual influence of civic identity and value orientations. The levels of civic identity are determined; the role of the moral value component in the formation of civic identity is demonstrated. Civic socialization is seen as the construction of an individual trajectory of man's entry into society. Differences in the definitions of the notion of civic identity in different approaches are shown. The correlation of the concepts of sociocultural, personal and civic identities is displayed. On the level of a person, civil identity is seen as a component of sociocultural identity and performs the functions of protection and self-determination. Thus, civic identity is proposed to be viewed as a complex integral personal entity, reflecting the relations between human being and society. At the same time, an important indicator of the formation of all components of the structure of civic identity is the mutual acceptance of the individual and society. In the conditions of undeveloped civil society and during the period of cardinal social transformations, culture becomes a synergetic structuring basis that helps to optimize the process of civic socialization and the formation of civic identity.

The article considers modern problems of education and their effectiveness in Western and Eastern countries. Particular attention is given to the application of standards and testing. There is also considered the process of formation of the student’s and teacher’s culture system. Different approaches are identified to their solution: physicalism and humanism, John Rawls's ‘justice theory’, and the concept of moral development of Lawrence Kohlberg. We also show the correlation between the levels of moral development of the personality and the levels of development of the team according to A. S. Makarenko. It is possible to predict the patterns of behavior reflected in the theory and practice of John Gittenger. We can see both the successes and failures of realizing the functions of philosophy of education in the USA.

The building of a legal state is impossible without improvement of the legal framework, and without the training of highly-qualified, widely knowledgeable specialists, able to positively influence the social change in our country. By this scientific article the author completes the study of problems of improvement of legislation, increase of its efficiency with an increased focus on the qualitative transformation of regional legislation. The novelty, proposed by the author in the previous research work on the regional legislator’s regulation of social relations under the article 72 of the Russian Constitution not by laws but by subordinate normative legal acts, objectively requires a qualitative transformation of the latter. To this end, the author of this research article draws attention to the multiplicity and unsystematic character of system of regulations, both at Federal and regional levels. It is proposed in the rulemaking process to clearly represent the correlation of law and subordinate legislation, comply with substantive regulatory framework to achieve the concretization of the normative legal act and strengthening the control function of legislative (representative) body of state power of a subject of the Russian Federation.

The purpose of this article is to examine bilingualism as a tool for social interaction, because in modern conditions of geopolitics, when the issues related to the language of interethnic (international) communication becomes a priority, bilingualism draws attention as a social phenomenon. First of all, we are interested in the type of bilingualism in which it is important to know both the native language and the language of interethnic communication (Russian language), because this type of bilingualism is directly related to the security of the state. This is due to the fact that attempts by some national subjects of the Russian Federation to proceed to using mainly the language of the titular nation are connected with a danger of isolationism and the weakening of the role of the Federal government. Indicative in this situation are the words of U.S. Secretary of state Allen Dulles, who said in 1948 that «to destroy the Soviet Union, it is not necessary the atomic bomb, you only need to convince its people that they can do without the knowledge of the Russian language. Economic, cultural and other ties will be broken. The state will cease to exist». Based on this, one of the main tasks of the language policy of the state is the sustainable development of the national language in interaction with other languages of the peoples of Russia. If the government will not pay adequate attention to issues of regulating the status of national languages in relation to the state language in the context of bilingualism or multilingualism, as the examples above show, this can lead to different «colored» revolutions, and even to armed conflicts.

This paper considers the practical aspects of forming the professionally directed competency at the students of non-linguistic specialties in pedagogical universities. Modern conditions of society's life pose radically new tasks in the study of foreign languages in the education system. One of the most important tasks is the formation of specialists with a high level of professional competence, which makes graduates of the university competitive. Mastering of one or several languages is an integral part of the profession. Proceeding from this, the author notes: it is important to build the educational process in such a way that the future specialist is practically fluent in oral and written foreign-language speech. Under professional higher education, in the purposes and content of educational programs, the first step is to teach students to work with scientific information using new technologies in foreign language classes. In this regard, the experience of teaching the discipline «Foreign Language» and «Foreign Language (Special)» is summarized. The author presents the results of methodological research carried out at the Novosibirsk State Pedagogical University (NGPU).

The semiotics of education (edusemiotics) is a relatively new branch of the philosophy of education, which, in the opinion of the author, has the potential for rethinking and resolving the contradictions that have accumulated in the system of modern Russian education. The source of controversy is seen by the author in the wrong choice of the conceptual metaphor of education that the creators of modern educational policy and reforms put in the basis of designing the desired results of transformations, namely the industrial root-metaphor that views the education system from the standpoint of economics centered logic. The results of analysis of sociological research in the sphere of education and the content analysis of the educational discourse used for metaphorical modeling confirm the primacy of this metaphor over others. The linguistic markers of this metaphor are the following: educational service, the consumer of educational services, the effectiveness of the educational process, the optimization of the educational process, knowledge as a commodity, etc. A similar metaphor prevails in the United States. The consequences of this metaphor, which forms the consciousness of citizens, is the passive role of students, the devaluation of the teacher's work, inadequate criteria for assessing the quality of education. An alternative metaphor is the metaphor of «participation» or «practice» that compares education with travel, farming or construction, implying the joint creative activity of students and teachers, the active role of the former and the high status of the latter. Unfortunately, in the domestic educational discourse this metaphor is used only by a part of the professional community, and nor by regulators or all other citizens. The author believes that edusemiotics has the potential to draw public attention to the importance of the root-metaphor of education declared at the state level, since it is this branch of the philosophy of education that studies the process of semiosis and the relationship between the meanings that the conceptual metaphor of education operates.

The article examines the features of the information society that exert influence on all spheres of the subject's vital activity. The author notes that the increasing role of information, knowledge and information technologies in the life of society is reflected in the educational process. New forms of organization of the educational process and objectively changing forms of interaction in the communication system require the teacher to rethink the basics of his/her activities from the perspective of transformation of information, communication and social realities. Foreign language teaching should also be oriented towards the real needs of the society, a rational combination of the possibilities of the information educational environment and traditional methods.

The paper analyses discussion method of teaching students the linguistics disciplines including foreign languages. One of the goals pursued by the authors is developing a working theory that can help gain better understanding of the discussion method advantages. The authors focus on different factors that provide effective discussion in class and contribute to productivity of the teaching process. The discussion method of teaching is based on a number of typical features of the communication process. Language teaching is understood as learning to communicate through communication. The emphasis is put on the meaningful and motivated use of language by the students who communicate in order to achieve a certain goal. Since, in accordance with the social conventions, participants in communication perform communicative functions and roles, the authors pay special attention to the description of the roles that students and teachers should perform in the course of learning process and outline the organizational forms of the educative discussion, its stages, the monitoring and assessment procedures.

The article considers the problem of forming the intellectual and creative sphere of senior preschoolers in the process of early foreign language education in the methodological aspect. The purpose of the article is to reveal the theoretical and methodological foundations for its formation. The work presents a set of methodological approaches and principles for the formation of the intellectual and creative sphere of senior preschoolers in the process of early learning of foreign culture. The results of the research show that the theoretical and methodological aspect of the development of the child's personal qualities is a complex system that includes several subsystems and requires the use of a comprehensive approach to its study, the components of which are cultural, historical, personal, activity, axiological and systemic. As a result of application of this approach and methodological principles, as well as analysis of experimental work, a conclusion can be drawn that in the methodological aspect, the formation of the intellectual and creative sphere of senior preschoolers in the process of early foreign language education is a pedagogically regulated process that contributes to the child's multifaceted development, to act as an active figure, showing his/her abilities and solving intellectual and creative tasks.