Home – Home – Jornals – "Philosophy of Education" 2022 number 2

Introduction. The implemented competency-based approach raises many questions, including: what skills should be included in the portfolio of basic literacy in the 21st century? Regardless of one position or another, critical thinking is one of the universal competencies in higher education. The purpose of the study is the explication and comparison of the concepts of critical thinking proposed by philosophers, experts and practitioners of educational activities. Methodology. The object of research is the concept of critical thinking in engineering education. The subject of the study is the place and meaning of critical thinking in the standards of higher education in Russia (considered on the material of the Transport University). A critical, constructivist and competence-based approach is used as a priority methodology. Discussion. In the FSES HE 3++, the list of universal competencies includes the position of the formation of “critical thinking” (UK-1). This competence should be formed in all students of the transport university. The conflict between experts (teachers, managers, philosophers) is associated with a different understanding of the content of competence, its place in the educational program and its impact on professionalism. It substantiates the idea that a sharp reduction in the volume and range of courses in the soft skills segment, misinterpretation of the concept and methodology of critical thinking by managers (who rely on strict adherence to the standard), leads to an increase in dilettantism in teaching, demonstrates the gap between philosophical scientific research and the practice of teaching philosophy in a transport university. Conclusion. The practice of developing critical thinking among engineering students reveals a contradiction between understanding the profession as a system of qualification requirements (where critical thinking does not matter) and the model of the profession as a dynamic portfolio of competencies (where it is impossible to build a successful career trajectory without it).

Introduction. Practice-oriented learning is actively being introduced into modern education at any level. Its philosophical foundations were laid by critical rationalism, which had a huge impact to many areas of education and science. The purpose of the article is to determine the basic foundations of the critical-rationalist philosophy of education, as well as to find out its new meanings and values for society. Methodology. Conceptual-semantic and comparative analysis are used in the article as the main research methods. The Karl Popper epistemology is taken as a starting point for researching the theoretical foundations of the practice-oriented learning model and its influence to the formation of critical rationalism is considered. The conceptual-semantic and comparative analysis of the critical rationalism concepts is used. Discussion. Attention is drawn to two main educational paradigms: “cognitive” - aimed to obtaining knowledge and subjectively oriented - aimed to the development of the subject as a person or his personal characteristics with the help of new learning technologies. The objects of critical analysis are the empirical paradigm, the falsified approach to pedagogical research, the complex relationship between pedagogical theory and practice, as well as the problem of value neutrality in pedagogical science. The results obtained allow us to present the debatable, but apparently inevitable role of the teacher in the educational process as a subject that encourages a student or schoolchild not so much to gain knowledge as to acquire useful self-learning skills. Conclusion. The conclusion is made about the positive contribution of critical rationalism to the professionalization of teachers and students. The results obtained have methodological significance associated with understanding the place and role of intelligent technologies in the implementation of the educational process at any level. They can also be used in further practical and theoretical studies of higher education.

Introduction. The problem of assessing the knowledge of university students is relevant due to the emergence of new technologies and learning formats. The formal assessment of knowledge according to exam standards is being replaced by the individualization of the process of assessing not only knowledge, but also the level of competence of the student. It is important to investigate the critical thinking of students in its intention to evaluate knowledge. Methodology. The research methodology is based on a systematic understanding of critical thinking. The qualities of critical thinking in the process of knowledge assessment are analyzed. Based on the synthesis of interactions of thinking qualities, assessment methods, the specifics of philosophy teaching technologies and the possibilities of philosophical reflection, the importance of self-assessment is substantiated. The structural approach allows us to consider self-assessment as an independent construct functioning outside the evaluation procedure, but dependent on this procedure and participating in it. Discussion. The discussion is based on the use of their own model of critical thinking. The components of critical thinking are discussed. The interaction of the critical component with the qualities of reflexivity, constructiveness of critical thinking is considered. The analysis of students’ evaluation activity in the context of critical thinking allows us to determine the special place of philosophy as an academic discipline that forms critical thinking. Due to the dialogic nature of the content of the discipline, the use of dialogue technologies becomes possible. The idea is put forward that evaluation is most productive if it is a process of building dialogues between a teacher and a student, a student and other participants in a group dialogue. The role of self-assessment and the possibilities of its development in the process of knowledge assessment are analyzed. The most productive result is the coincidence of assessment and self-assessment in the course of philosophizing. Conclusion. Assessment methods should be aimed at the formation of the student’s openness, readiness to discuss the results of activities and the development of adequate self-assessment. These possibilities are realized through the constructive nature of philosophical criticism. Technologies for the development of critical thinking in the study of philosophy can be used in the process of evaluating knowledge. The technology of problem-based learning, dialogue technology, philosophical analysis with the use of rating, forming the qualities of critical thinking, have an impact on the student’s self-esteem.

Introduction. Today, humanity is increasingly focused on effective innovations aimed at fast and high-quality technologies and their application in industry 4.0. The figure of the engineer is the key here. This imposes new challenges on engineering education. Thus, engineering education is forced to acquire new meanings, corresponding to the meanings of the VI technological order and industry 4.0. The methodological foundations are the historical-philosophical and sociological approaches, within which an analytical review of two “lines” in the development of modern engineering education was carried out: engineering work as a “craft” (the tradition of D. K. Sovetkin, V. K. Dilla-Vos) and the tradition engineering as creativity (“Liberal Arts”). The analytics of these traditions points to their convergence in educational, industrial and business technologies STEM and STEAM. Discussion. The implementation of the meanings of these technologies is delayed in updating the educational didactics of engineering education. The resolution of this contradiction becomes an urgent task. This requires not only a conscious reflection on the actual status of an engineer, but also the definition of the very vector of changes in the didactics of engineering education. It can be defined as the development of the target meaning of engineering education from a predominantly “handicraft” functionality to its “cognitive-technological” content. For the formation of an engineer of a new formation in the didactics of the educational process, a sociological survey was conducted among engineering students of SibFU. The purpose of it was to find out the meaning of engineering work as a “craft” and as “creativity” within the framework of STEM and STEAM technologies. Conclusion. It is argued that the didactics of engineering education is only approaching the semantic implementation of STEM and STEAM technologies. This means that the technological gap and the quality of the engineering corps are not in the vector of advanced development.

Introduction. Uncertainty is a part and a consequence of thinking more geometrico, which is the basis of the modern age. It is necessary to return to things themselves, to substantive thinking, and to life from one’s own source. Reasonable knowledge in education is rooted not only in the ontological emergency, but also in deictic digital thinking, which has a nominalistic basis, where brands play a decisive role, where a true statement is represented by one, and a false statement is represented by zero. In this subtle way, the truth becomes a brand to which one can add everything that claims to power. The devastation of the essence of human thought, caused by the rational type of mental operations and techniques, is noted. The purpose of the study is to find the foundations of a reliable (certitudo) mental analysis based on the things themselves, and not just on the idea of correctness (orthotes). The methodology for studying uncertainty in education is based on the scientific and philosophical work of M. Heidegger, J. Pyatochka, T. G. Masaryk, H. Arendt, who developed the principle of “Measure of things”, due to the phenomenon of “das Gestell”. Discussion. The principle of “Measure of things” in education is both artificial and voluntary, since, starting with Antiquity, it has served as a methodology for criticizing rationalism associated with the introduction of digital technologies into education, generating the phenomenon of “digital thinking”, “flat thinking”, “geometric thinking”, “uncertainty in education” and other fields. Learning with the use of digital technologies completely deprives pupils and students of the opportunity to concentrate, because the intention of perceiving information is fragmented. Thus, the thought processes return to the computer game, which in principle is a typical children’s delight. Conclusion. Planning for the future of education is done by planning with numbers. Today it has reached its climax, thanks to the huge role of computer philosophy in the entire life of society. Politicians, officials and lawyers must realize that education is not a pragmatic-objective process, it cannot be regulated by market goals and values.

Introduction. Mongolia, like many countries in the post-Soviet space, was twice subjected to a process of peripheralization during the 20th century, namely by an expanding system of socialism and a capitalist world-economy. The study of educational inequality using Mongolia as an example makes it possible to see the differences in the results of these two variants of peripheralization. Methodology. The dynamics of educational inequality in Mongolia is interpreted on the basis of the world-system approach (I. Wallerstein), the concept of peripheralization of societies by S. Amin, a number of theoretical statements of the world-system paradigm in comparative education and critical pedagogy (R. F. Arnove, T. G. Griffiths, G. Steinert-Khamsi, I. Stolpe). The idea of the possibility of the existence of multiple and structurally diverse centers capable of performing peripherization is developed on the basis of Mongolia. Discussion. The educational system of Mongolia, formed in the process of socialist peripherization, corresponded to the tasks of developing the national economy and took into account the specifics of its agriculture. The results of Mongolia’s integration into the system of the socialist division of labor and the creation of an appropriate system of production, as well as an education system, can be seen as an example of social co-evolution, when the presence of a hierarchy leads to the growth of the periphery. The collapse of the socialist system in Mongolia was accompanied by the growth of social and educational inequality. The school education system is in demand by the general population and is able to clearly reflect the dynamics of social inequality in modern Mongolian society. The fact of the introduction of educational patterns of countries with high incomes and a settled population into the education system of a society where a third of the population is nomadic pastoralists reveals obvious discrepancies between the borrowed elements and the realities of modern Mongolia. Conclusion. The educational system of Mongolia in the context of the current peripherization of the post-Soviet space by the core of the world-system contributes to the consolidation of social inequality. In the absence of the necessary funding, educational samples imported to Mongolia are transformed in the realities of the educational process of Mongolian schools, and also become a factor in the transformation of households of pastoralists-nomads.

Introduction. The transformation of modern education sharply raises the issue of pedagogical design. To create a pedagogy of the future, it is necessary to clarify the principles and directions of design. Therefore, a comparative analysis of any pedagogical systems makes it possible to clarify the criteria for comparison as strategic directions for designing. Particularly productive is the analysis of pedagogical systems created in the context of deep social and cultural transformations. Methodology. The purpose of the study is to identify the differences between the philosophical and pedagogical concepts of J. Locke and J.-J. Rousseau. To determine the grounds for comparison, the authors reveal different approaches in the works of Russian and foreign researchers. As criteria for comparing philosophical and pedagogical concepts, the authors use structural elements of the educational process (goal, method, content of education, the role of the teacher), pedagogical axioms (the axiom of human nature, the axiom of the educational ideal, the axiom of the social ideal), evaluative characteristics (advantages and disadvantages), and educational vectors as directions of efforts in certain characteristics of the educational process expressed in categorical pairs, as well as particular characteristics of the process. Discussion. The latter approach seems the most interesting and promising, as within its framework there are studies comparing the pedagogical concepts of the most prominent representatives of the Enlightenment, J. Locke and J.-J. Rousseau. The studies analyze the differences in the categorical pairs “external - internal” (as a key factor in the formation of a person), “activity - passivity”, and “freedom - dependence”. Earlier, the authors carried out a comparative analysis of the pedagogical systems of J. Locke and J.-J. Rousseau on the basis of categorical pairs “reason - sense”, “natural - social (artificial)” (human nature - environment). Conclusion. The article proposes categorical pairs that reveal additional differences in the pedagogical views of the two philosophers: “creation (filling)” - “manifestation (detection and development of the existing)”, and “present - future”. In the authors’ opinion, it is these pairs that are important not only for the analysis of pedagogical concepts of the past, but also for modern pedagogical design.

Introduction. The modern social world is being transformed with acceleration. The vectors of such changes are ambiguous and may have several main directions: further social development and perfection; stabilization of public life with the help of renewing and new social technologies, or degradation and deconstruction of people and public consciousness. In order to search for the idea of a harmonious, healthy interpersonal and social existence and to achieve a balance of personal and multi-level social life, the following vectors of social life are being developed: 1) development and perfection, 2) stabilization (conservation) of the existing situation in a certain period of social time, 3) degradation and decay (deconstruction), 4) new forms of social organization as the sprouts of future social life. Methodology. The journal “Philosophy of Education” offers a series of scientific articles in the context of the general theme “On the way to the health of society”, which will consider two worldview plans - epistemological and empirical, applicable to subsequent system-philosophical methodological conclusions. Discussion. The problem of identifying modern ways of cognizing social dynamics, taking into account its specifics at different levels of social life, requires adequate knowledge of the social world, taking into account which vector (direction) of transformations is chosen. Is preference given to development and perfection, or stabilization (conservation) of the existing situation, or degradation and decay (deconstruction)? Conclusion. The discussion of the ideas of organizing the harmonious life of modern society as the basis of the general axiomatics of the system-philosophical approach indicates that the real change in modern society is multi-vectored. One path of global and regional social transition is the path of the noosphere. The opposite path is the path of the necrosphere. But it should be emphasized that most modern social systems and interpersonal relationships are of an intermediate, hybrid nature. These hybrid systems and interactions are also subject to comprehensive socio-philosophical study in the future.

Introduction. The transition of civilization to a qualitatively new level is caused by a change in the quality of energy transfer, which underlies the methods of production and the model of a person of his/her time. An organic person, capable of both resisting the negative manifestations of new technologies and using them for the benefit of society, is today discussed within the framework of an individual cultural model. The purpose of the article is to substantiate and reveal the methodological foundations for the formation of a new person, due to a qualitatively new image of civilization. Methodology. The arsenal of methodological foundations, in the form of developed initial and basic concepts (relationships, organizations, spaces, processes), “matryoshka” models, the Mobius strip and the space of methodological laws, provided technologies for specific algorithms for the formation of fundamental and intellectual qualities of a person, to create the image of a person organic. Discussion. Ordered sets of moral and intellectual qualities of a person are presented. A description of the structural and logical development of a person is given, based on the development of his internal genetically determined potential. Based on the algorithms for organizing the life processes of the subject, included in the single harmony of the life of Man, Society, Nature, Cosmos, through the harmonization of life processes, the structural and logical organization of each of these spaces corresponding to the logic of human development is revealed. Conclusion. In the characteristic-justification of the integral characteristics of an organic person, a complex of integral qualities of the cultural model of a modern person is presented - this is a conscious worldview, self-fulfillment, self-development, integrity, organicity, ensuring the inclusion of a person in a single harmony of the life of Man, Society, Nature, Cosmos in the new civilizational conditions of life.

Introduction. The classical model of higher education, with a class-based system, does not meet the challenges of modern reality. Discussions are currently underway on the need to transform the higher education system. Methodology. The purpose of this study, based on the identification of factors affecting the current state of higher education, is to determine the direction of transformation of the role of the teacher and, accordingly, what approaches and teaching methods are currently required. The study uses a systematic approach that makes it possible to study individual elements of the education system, their interrelation and mutual influence, changes in the higher education system as a whole and its individual elements under the influence of environmental challenges, resulting in the transformation of the system as a whole, as well as the adjustment of the norms and rules of the system, the role and functions of individual elements. Leading experts and analysts, using foresight, have analyzed the changes that are taking place and will take place in various professional fields, including education, and have presented the results of their research in the form of an Atlas of Future Professions. Discussion. In the context of the development of information technologies, information challenge, changes in teaching methods are needed, primarily in higher education. Based on the analysis of this Atlas, it is possible to draw conclusions which direction higher education will be transformed in, and how the educational process will change, what the guidelines in teaching methods will be. The article analyzes the changing role of the teacher in the educational process, the transformation in teaching methods, especially student-centered education and their significance in the teaching process. Special attention is also paid to new approaches to the educational paradigm related to interdisciplinarity. Conclusion. Particular attention is paid to the interdisciplinary approach while teaching students of “Foreign Regional Studies” specialty, various approaches to explaining the concept of “interdisciplinarity” are proposed.

Introduction. Implementation of digital technology for teaching philosophy in higher education requires new approaches to the content quality assessment. Writing assignments, engaging students in creating texts where the use of philosophical terms is implied, can become the source of data for Philosophy course efficiency analysis and evaluation. They can also enable the research of the students’ vision with the quantitative methods of text analysis. The article aims at evaluating the particular assignment efficiency on Social and Political Philosophy within the Philosophy course implying quantitative content analysis. Methodology. The suggested research implements quantitative content analysis for determining the frequency of social and political philosophy terms in students’ texts for the writing assignment. The essay’s corpus is generated from the assignment “Utopia” in the online course “Philosophy” for 2nd-year bachelor students that is aimed at describing their vision of humanity’s future. The acquired results were broadly categorized into two groups: general terms and the terminology relating specifically to social and political philosophy topics. Discussion. The research results demonstrate that the most frequently used nouns in the students’ essays represent the most general terms of social and political philosophy. However, specific terminology is implemented by the students relatively rarely. Conclusion. The research results confirm the hypothesis that quantitative content analysis of student-generated texts in the online course can become the data source for improving the course content and assignments. In this particular case, quantitative content analysis of social and political terms implementation for the student-generated text corpus in assignment “Utopia” demonstrates the necessity to pay more attention to specific terminology of social and political philosophy while teaching the course. Quantitative methods implementation for student assignments analysis revealed the opportunities to use them as a source of data for sociophilosopical research of students’ vision for the future of humanity.

Introduction. Our society is moving towards globalization, informatization, digitization, but the individual is not getting happier. And yet, man is distinguished from all other known species by the ability to be happy. Moreover, a lot of human problems, stem from his “unhappiness”. The subject to bring up a happy man is gaining in importance. Thus, the UN resolution “Happiness: a holistic approach to development” defines the pursuit of happiness as one of the main goals of mankind. The methodological basis of the study was a socio-cultural approach which allowed to identify the main contexts for the definition of happiness. Research method - analysis of philosophical, psychological, cultural, pedagogical texts. Revealing views, positions of evidence in the general subject field is the upbringing of a happy person. The article deals with the concepts of M. Argyle, V. Tatarkevich, D. A. Leontiev, E. Fromm, A. Maslow, K. Rogers. The key contexts for the definition of happiness, identified as a result of socio-cultural analysis, are extrapolated to pedagogy. Based on the ideas of classical teachers K. D. Ushinsky, A. Nill, A. S. Makarenko, V. A. Sukhomlinsky on the topic of happiness, fundamental conclusions have been drawn. In order to bring up a happy person, it is necessary to: to create an understanding of the universal connection of man to the world, to show the dependence of an individual’s happiness on the happiness of others; to help the pupils to find a cause that will give meaning to the soul; to develop the desire to realize their potential in socially meaningful activities and creativity; to learn to see the joyful prospects of tomorrow; to support not the desire for pleasure and the avoidance of suffering, but the abilities and skills to overcome adversity. Pupils should be made aware of their responsibility for their happiness and that of others, and should develop a sense of measure and moral limits in the pursuit of happiness.