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"Philosophy of Education"

2020 year, number 2

ONTOLOGY OF EDUCATION AS THE BASIS OF THE NATIONAL EDUCATIONAL DOCTRINE

S. Yu. Polyankina
Novosibirsk State Technical University, Novosibirsk, Russia
Keywords: онтология образования, онтологизация, национальная доктрина образования, глобализация образовательной политики, ontology of education, ontologization, national doctrine of education, globalization of educational policy

Abstract

Introduction. The purpose of the paper is to identify national ontologies of education in the texts of education laws and other program documents of Russia, the USA, France, Great Britain, Finland, Japan and China. The national doctrine of education is called upon to formulate the provisions of the ontology of education and even the social ontology of the nation, in order to then become the conceptual basis of legislation in the field of education and the basis for its strategy of development. Currently, there are trends in globalization and unification of educational policy in a number of countries, including the Russian Federation. In order to decide on the appropriateness of approving the National Doctrine of Education under the current conditions, it is necessary to establish whether it is possible to fully reflect the education ontology in the law on education and other legal acts, and the development strategy of national policy. Methodology and methods of the research. The author used a high-quality content analysis of the texts constituting the legal framework for educational policy in Russia, the USA, the European Union, Great Britain, France, Finland, Japan and China, and a comparative and axiological approach to research. The results of the research. The ontology of education is a part of the social ontology and is indicative of it. The national doctrine of education, designed to most fully reflect the ontology of education serving the social ontology of a particular society, is a conceptual basis for the implementation of educational policy. We failed to find a document that is essentially a doctrine in any of the countries under study. Nevertheless, the provisions of the ontology of education are present in the first chapter of each of the laws on education considered or, in one way or another, are expressed in other program documents formulating the goals and objectives of education in a particular country. The most comprehensive social ontology through the ontology of education is found in France, Japan and China. Accordingly, the law on education of these countries clearly spells out the values transmitted by the national education system. The most difficult thing is to fix the ontology of education in the countries where there is no single law on education, and this area is regulated by many laws and acts (the USA and Great Britain). The axiosphere of education of these two countries is not clearly defined. Implicitly, however, all the foreign countries examined share the value of equal access to education and lifelong education. This is partly explained by the globalization of educational policy. Another consequence of the activities of supranational organizations is the countries’ concern about the internationalization of higher education and the inclusion in the rankings of countries with high quality education, which poses a potential threat to the country’s national security, as it replaces the internal goals of educational policy with external ones. Conclusion. In order to avoid these trends and in the absence of a clearly defined ontology of education (and further - social ontology) in the text of the law on education, the adoption of the National Doctrine of Education, substantiating the mission, value, goals and objectives of education in the name of building a society of the future, is required.