Home – Home – Jornals – "Philosophy of Education" 2020 number 2

Introduction. Emerging new paradigms and concepts of education, in which educational reality is reflected using new methods of philosophical theorizing, in most cases oblige to evaluate them from the perspective of axiological imperatives. In order to bring education to the measure of its time, that is, education meeting modern social and individual needs and meeting the current value guidelines of the world community, we must realize that the self-evolving individual is the main value for society. Therefore, the scientific concept of the modern philosophy of education includes new concepts of «ontology of education», «epistemology of education», «axiology of education», «praxiology of education», etc. Their purpose is to emphasize not only intellectual evolution as the main mission of education, but also to determine its axiological orientation in the proportion of individual and social forms of being based on the identification of the laws of their functioning and the significant phenomenological constants of the axiology of education. Methodology and methods of the research. Applying philosophical and axiological approach to the discussion that accompanies the formation of phenomena (logo and antilogos, freedom in education and free education, mechanisms of value institutionalization, technologies for raising goals and values of education) that work in the logic of the dialectical laws of development, we strive to determine the axiological foundations of the system of Russian education. The existing dialectical methodology for the transition from abstract to concrete, from general to special in the understanding that more and more is based on the accumulation of small, creates opportunities for clarification and coordination of the axiological foundations of education and the laws of their interaction. The results of the research of a new section of the philosophy of education are considered by us as a necessary basis for the education system. In order to determine the axiological orientation in the ratio of individual and social forms of being in the article: the value-educational guidelines enshrined in declarative laws on education, which are cardinal and subcardinal, are considered; definitions of basic and superstructure values of the education system are given; some methods have been worked out to study the emerging new axiology of education based on the laws of its functioning. It is recognized that as the most significant phenomenological constants in the axiology of education there should be considered «logos» and «antilogos», which have a decisive influence on the formation of social and educational reality, as well as a mental-semantic understanding of «freedom in education» and «free education». To overcome the crisis state of public consciousness, it is proposed to introduce into educational practice technologies and mechanisms of independent value institutionalization of an individual. Conclusion. A review of the axiological reality of education suggests that sociocultural values are key to the organization of the educational system. Studying and at the same time developing an understanding of the laws governing the development of value-based socially-individual consciousness will help orient education towards the formation of the methodological content of its own basic and superstructure values.