Home – Home – Jornals – "Philosophy of Education" 2018 number 4

Introduction. The central concept of philosophical axiology is the answer to the question «For what?» Answering this question, the axiology of education seeks to understand itself in its own space. Such axiological positions lead to the need, from axiological positions, to analyze patterns of development or changes in material and ideal objects and subjects of the Russian educational space, which in modern conditions are devoid of a single internal coherent line, which is caused by random processes of contradictory and paradoxical types. Methodology and methods of the research. The analysis of the contradictions of modern education and sociocultural realities is carried out in the logic of the philosophical and socio-anthropological approach, which presupposes the understanding of the individual as self-value and social reality as a sphere of existence in its interaction with the sphere of education in global and local scales. The main research methodology is based on the dialectic principle of mutual transitions of conflicting trends in the education system and paradoxes in the sociocultural approach to understanding personality and reality. The results of the study. The contradictory nature of educational and general cultural realities is considered through a prism of the need to develop system values, since the system always overcomes the manifestations of personalism and the ideology of society itself can grow out of the system of values of education. Based on this provision, we consider the contradictory relations between the public and state orders for education, in the formation and development of the individual, in the dilemma: an educated person and an effective economy or the relationship between education and business. Contradictions in personal and public self-awareness, in professional and social roles of managers and teachers, in the incompatibility of educational content with the modern level of knowledge development and social life features, as well as in the idea of creating a global educational space. Conclusion. Axiological approach is one of the key methodological approaches in the philosophy of education, able to identify the severity of contradictions and the degree of paradox of situations in education and socio-cultural space. The most optimal in understanding of educational and general cultural values is their definition as an attitude to understanding, evaluating through the generally significant values of the world, communities, teaching staff, leaders, and social groups. It is precisely this vision that seems to us the most acceptable for the philosophy of education, since it opens up possibilities for developing new educational technologies capable of setting an impetus for activating socio-anthropological value orientations.