Human-oriented semantic discourse in the theory and practice of education
E. A. Avdeeva1, M. V. Kochetkov2,3
1Krasnoyarsk State Medical University named after Professor V. F. Voino-Yasenetsky, Krasnoyarsk, Russia
2N. M. Fedorovsky Polar State University, Norilsk, Russia
3Siberian Federal University, Krasnoyarsk, Russia
Keywords: humanism, transhumanism, man, education, ecology, spirituality, digitalization
Abstract
Introduction. The study of the spiritual essence of man today has ceased to have an important aspect not only for the materials of normative public and educational documents, but also for the discourse of scientific publications. Therefore, the image of a person is “lost” in society, in the centuries-old humanistic traditions formed by the education system. The principles of ontopedagogy in their human-oriented semantic discourses and the practice of implementing established approaches in education are considered as the methodological basis of humanistic and anti-humanistic tendencies. The main one is the ecologization of the manifestation of the digitalization of society and the ideology of transhumanism, which welcomes the evolution of a person based on the transformation of his soul-body essence. Discussion. The discussion is devoted to the modern socio-cultural situation, which is increasingly contributing to the massization and lumpenization, the emasculation of the spiritual foundations of national culture, the erasure of ancestral memory, the rupture of the connection of generations and the destruction of universal values. Against this background, the opposition to transhumanism with its ideology of human evolution to its immortality in the digital environment is possible if humanism extends its understanding of the spiritual organization of man as the dominant integrating core of his essence to the philosophical and educational tradition. In this regard, the humanistic principle is relevant, based on the dialogue of Russian cosmism with Western existentialism, which can lead to a new understanding of modern man and the formation of a different practice of his education, more appropriate to the specifics of the Russian mentality. Conclusion. A new understanding of ecological existence corresponding to traditional culture, in the context of the escalating contradiction between humanism and transhumanism, ecology and digitalization, is possible provided that the principles of ontopedagogy are developed, in which the integrating core will be human spirituality.
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