Home – Home – Jornals – Professional Education in the Modern World 2018 number 2

Introduction. The philosophical-axiological view on the dynamics of the formation and development of Russian education, which represents the main features of the society within which it functions and normally represents the "mold" of the culture that generated it (a fractal attribute): under present conditions it is the basic foundation of the domestic education. The goal is to analyze the historical conditions and problems of the relations between the educational model and the values and norms of culture and society; to show that the philosophical view on the specifics of the reflection in the education of the experience of socio-cultural life activity provides an opportunity to theoretically comprehend the modern educational reality that develops in the super dynamic social conditions of the global information culture. Methodology and methods of research. Comparative characteristics of the dynamics of historical development of the Western and Russian models of education make it possible to carry out analysis using the methodological foundations of the philosophy of education (ontology, epistemology and axiology) and to determine the general strategies for building a new civil society with a value-humanistic type of consciousness. It is possible to predict the creation of a unified educational vector on the basis of recognition of the "European dimension in education" and the formation of an integral intellect of the human being (intellect, but not a resource of thinking, spiritual potential or educative values). The real modernization of education, in the modern sense, raises the question of training pedagogical personnel who have gone through the "individualization" or "essential transformation" path. Today, a constantly growing teacher is urgently needed, from which new ways of communication, openness to innovation and moral ecology are required, which requires detailed analysis from the standpoint of the methodological possibilities of the philosophy of education. Practical significance. The historical and philosophical analysis proposed in the article, as well as the ontological and axiological tools, allow quickly assessing the current state of the problem of interaction between education and socio-cultural values. The material of the article can be useful to specialists dealing with the genesis of ontological and methodological foundations of the modern philosophy of education and the search for the ways of constructing a new educational vector. Scientific novelty and results. The article draws conclusions on the specifics and possibilities for expanding the range of presence of Russian education in the world space, and the autonomy of Russia's own values in the education system. Praxiological analysis of the sociocultural realities of our time indicates that postmodern culture has ceased to be branch-based, and social development has become integrative. In unity, they are moving towards a new type of rationality and new ways of communication. The question remains open for the developing Russia: what socio-cultural priorities will need to evolve as the modern value-educational guidelines?