Home – Home – Jornals – "Philosophy of Education" 2025 number 2

Introduction. In the context of education modern transformations as a social institution, it is both urgent and important to preserve its authentic essence, especially: its originally philosophical vision as a way of human existence. The article`s methodological platform is philosophical anthropology, which allows us to reveal the ontological nature of education. The specificity of man lies in his reflective openness to the world, which determines his cognitive intention and provides an objective possibility for “growing” (J. Dewey) into the world, i.e., educating oneself from it. The article`s purpose is to substantiate the impossibility of commercializing education if we view it in an ontological perspective, that is, as a way of human being. Discussion. Thanks to the gift of reflexive consciousness, man finds himself in the world through knowledge and, consequently, through constant becoming-education. The social institution of education and pedagogy as a science are created to assist man in realizing his mode of being in specific existences (in a particular historical period, within cultural stages of development, national identity, etc.). Therefore, the ontological specificity of education is the process of man’s continuous self-formation, his self-education. This is the authenticity of both man and education. In revealing its authenticity through education, philosophy since ancient Greece has seen happiness (eudemonia) as central to human life. The philosophical definition of education resonates in pedagogy and justifies the necessary unity of philosophical and pedagogical anthropologies. In the case of this unity, pedagogy is viewed as a humanitarian rather than engineering science (firstly). Secondly, a person in education (self-education as their authenticity) cannot be considered as a subject of commercialization. Conclusion. Since education, having an ontological nature, is also a social institution, its commercialization becomes a fact that violates its authenticity.

Introduction. Conceptual and figurative thinking is, first of all, the development of fantasy and imagination, which is relevant in view of professional (engineering) orientation in higher education institution. The problematic nature of the task of its formation is analyzed from the philosophical methodology position, which allows students to master the techniques, rules of thinking activity, artistic language in educational and creative work. The circle of questions related to the problem solution is built on the experience of philosophical education in a technical university. Methodology. The object of the study is the artistic and figurative typological correspondences between the philosophical worldview and fiction. The analysis is carried out on the principle of systematicity, which allows us to explain the commonality of semantic definition of universal problems of being. Discussion. Philosophical education in a technical university is important in the aspect of the formation problem of a special type of thinking, limited to artistic, scientific and philosophical cognition: translation of abstract concepts into images, or a combination of both. Typological correspondences between philosophy and fiction make it possible to synthesize figurative thinking and abstract thinking, determining the learning style. Conclusion. In the models of practical training a significant place is given to the student’s independent work both in the traditional form (abstract, essay) and innovative (a letter to the thinker and co-creation with the author of the text). The solution of this issue is in three aspects: improvement of technique and methods of performance; modification of creativity types; modeling of the situation of reflection work (collective discussion of the results of work with small art forms). Philosophical reflections, innovative ideas, play of the mind, construction of pure thought, formation of intellectual capital can become self-valuable when using any genres of literature in a certain effective performance, giving new properties to the training session, the organization of educational activity.

Introduction. From the moment of inclusion in the normative component of the educational process of a competence approach among the main indicators of pedagogical skill, the level of proficiency in forms and practices of interactive learning comes to the fore. Global trends of the educational process (humanization, personalization, antipatronalism, pluralism) allow to predict the steady growth of “demandˮ for innovative cognitive practices and put on the agenda the expediency of their improvement. Research on this topic is usually limited to the description of the external component of interactive learning (level of interactive technologies), philosophical-theoretical basis of interactive practices remain in the shadows. Methodology. During the work, the main philosophical and general-scientific methods of research were applied: dialectics, comparative historical analysis, the principle of systematicity, the principle of climbing from abstract to concrete observation, modeling, analysis, synthesis, induction, deduction. Discussion. In order to optimize the educational process it is advisable to distinguish between the idea of interactive learning having deep historical and philosophical roots and its actual modern implementation. In the light of basic features of scientific knowledge, the shortcomings of generally accepted interactive practices were identified: hypertrophy of subjectivity, unsystematic, lack of self-reflection, ignoring achievements and values of traditional school. The basic parameters of philosophical measurement of interactive learning, set within the framework of platonic, Cartesian and Hermeneutic traditions, are analyzed. Conclusion. The system-substantive model of interactive interaction, based on epistemological and methodological ideas of classical philosophical thought, assumes a balanced attention to personal characteristics of the student - on the one hand, and the fundamental distinction between science and other kinds of cognitive experience - on the other. The contrast between interactive and traditional forms of knowledge transfer and control should be seen as counterproductive. The methodology of teaching should not contradict the basic principles of scientific knowledge.

Introduction. In modern scientific discourse and in the space of mass media, the narrative of identity occupies an increasingly important place. The gap between human naturalistic attributions and constructivist identities creates problems in regulating social processes and causes legitimate concern in the scientific and political community. The negative aspects of this phenomenon - the appearance of artificial identities - require analysis. The attitude towards this phenomenon depends on the identification of the place of self-identification process in the the social system functioning. Methodology. The modern scientific paradigm presupposes the consideration of society as a self-developing system, that is, immanently capable of reformatting its own structures. At the same time, a large place in the concepts formation of social dynamics is given to the principle of teleology, which not only allows, but presupposes the impossibility of excluding the observer - a significant role of the cognizing subject, a person, in constructing the reality in which he exists. The general principles of the post-non-classical paradigm of science in social knowledge have been embodied in a number of concepts. The study of the phenomenon of multiple identity is based on the concepts of autopoiesis of Maturana and Varela, the Sedov-Ashby diversity law, and a systematic approach in psychology developed by a number of Russian authors (for example: Hansen, Gorbatenko, Lomov). Discussion. Based on the laws of functioning of self-developing systems and their correlation with social dynamics, a conclusion is drawn about the necessary and natural emergence of constructive and multiple identities, the formation of which is associated with the need to form personality qualities congruent to new civilizational realities. Conclusion. The phenomenon of multiple self-identification is an element of the homeoresis mechanism of the social system, which makes it possible to overcome a crisis situation and maintain a stable trajectory of development in an unstable reality.

Introduction. There are two basic dimensions in which any education system is found: individual and social. The former one is aimed at realizing a person’s subjective abilities and interests, as well as their professional preferences. The latter considers a person primarily as a labor unit. The article focuses on analysis of the dialectical relationship between education systems functioning, the development of modern domestic economy and ways to increase effectiveness of this interaction. The methodology was based on a comparative historical method that takes into account functioning of the Soviet Education System, as well as the world’s dominant educational and economic development. The methods of analogy and interpretation allowed us to put forward a hypothesis about the mechanism of mutual influence of the education system and the strategic vector of national economy development. Discussion. The Russian economy diversification is the only key to its development. The modern economic system cannot be competitive while the raw materials production prevails over production of final products. This is not only a matter of economic efficiency, but also of national sovereignty. An attempt to adopt any technological patterns from other countries and build a model of a national economy according to appropriate algorithms inevitably leads to the path of catch-up modernization, which, despite numerous attempts in the XX-XXI centuries, in fact, never achieved its goals. A more promising path is development of a creative economy, which is based on the predominance of innovative, creative ideas that have received their commercial formalization. It is the sphere of creative economy that is currently represented by all the leading world-class companies. The creative economy development could be facilitated by an education system based not on the principles of narrow specialization, but on the contrary, on broad, fundamental knowledge that would allow a subject to promptly respond to market conditions and to meet individual needs. Conclusion. The prospects of the Russian diversified economy are quite clearly linked to the state and strategic vector of the Russian education development. The creative economy development is an opportunity to avoid “catch-up modernization” and form a socio-economic sphere that meets the modern society requirements.

Introduction. Asking the question: “Is it necessary to form the practice of patriotism in the Russian education system in order to foster human dignity?”, and if so, on what principles: sociocentrism, egocentrism or relativism. The article analyzes the importance of patriotic humanism in the human dignity formation as a process based on a harmonious synthesis of Russian traditions, modern achievements, and the experience of scientific schools that direct their pedagogical efforts taking into account the achievements of cultural-historical (humanitarian) and systemic-activity (technocratic) approaches. Methodology. A comprehensive review of philosophical views on the formation of human dignity as an educational strategy of Russian patriotic humanism is presented. The interdisciplinary nature of the problem under study has led to the application of educational and axiological methodology using practical and experimental analysis. The proposed new concepts and definitions may be of interest for further philosophical understanding and the development of the educational system in Russia. Discussion. Russia is a unique civilization that serves as the basis for the free life and development of its citizens, their families, and peoples, which form the foundation of the dignity of Russia itself. This is precisely what makes up the qualitative difference between the modern educational approach to the human dignity formation, which is associated with the concept of patriotic humanism and differs from previous stages in the synthesis of spiritual, moral and civic-patriotic education of the individual. In modern conditions, the idea of Russian patriotic humanism, which combines classical humanistic values emphasizing Russian traditions, has been formed in Russian education as a moral foundation for the human dignity formation. Conclusion. Human dignity in the educational strategy of Russian patriotic humanism can be considered in the formation of such personality qualities as morality, a sense of self-realization, independence in making life decisions, a sense of self-importance, awareness of one’s contribution to the development of the state and society as a whole. In modern Russian education, the practices of civic and patriotic education of human dignity are being integrated, combining social and legal components with components that represent a spiritual and moral component, which in turn is the core of patriotic education.

Introduction. The current system of language education in Mongolia focuses on teaching Mongolian - the state language, mother tongue, and English to the younger generations. In the context of contemporary Mongolia, it is imperative to assess the status of bilingual education for ethnic minorities and to elucidate the underlying factors contributing to the prevailing challenges. Methodology. In order to comprehend the challenges posed by bilingual education, it is imperative to explore its interconnection with the evolving socio-economic landscape of Mongolia. This exploration encompasses the nation’s integration into the Soviet system during the 20th century, as well as its subsequent integration into the post-Soviet era’s international division of labor system. The theoretical basis for this was the world-system approach and the theory of geopolitical dynamics developed by R. Collins. Discussion. The bilingual education of ethnic minorities was contingent upon the nature of the larger system, which encompassed Mongolian society. The socialist system functioned relatively autonomously from the world system of division of labor. The sustainability of this system was contingent upon the variety of functions that the included societies were capable of performing. Diversity that promotes sustainability has been achieved in two ways. First, through territorial expansion. In this process, the Russian language and education served to form long-term ties with the societies included in the system. There was not only an economic and cultural rise of Mongolian society, but also its «Russification». Secondly, the diversity of elements was formed by the establishment of ethnic group boundaries, with language being the primary means in this regard. Consequently, favorable conditions were established in Mongolia for the development of small peoples’ languages. Following the dissolution of the socialist system, Mongolia’s language education underwent a reorientation towards the international division of labor, with English assuming a dominant role. Ethnic minority language education projects aim to attract core capital, which requires long-term ties and the willingness of Mongolian society to support it in competition with China. On this basis, the problems of bilingual education of Kazakh and Tuvan ethnic minorities in Bayan-Ulgii aimag are described in detail. Conclusion. The Mongolian state has been able to partially restore the previously established ethnic minority language education system. However, the world-system is entering a period of disintegration that will lead to an exodus of core capital. There is a danger that Mongolia will find itself in networks of unequal exchange with China without any international counterweight to its power, which means that the problems of bilingual education for ethnic minorities will be posed and solved differently.

Introduction. In the context of rapid digitalization of all levels of social and individual life, research related to the convergence of traditional education into the digital space is particularly relevant. The article is devoted to a comprehensive review of the correlation of learning strategies in higher education within the framework of digital culture as a procedural sociotechnical phenomenon. The methodology is based on a combination of institutional and product approaches as the most representative in the analysis of dynamic digitalization processes. Discussion. There are many discussions about the advantages and risks of the process of mutual convergence of classical learning and digital culture. New educational practices are being considered, including personalization, gamification, micro-learning, the use of big data and neural networks in modeling learning trajectories and the use of educational content, etc. The advantages of these practices are formulated (as possibilities and as consequences): individualization of learning, increased motivation and involvement of subjects in educational interactions, the effect of continuity in the development of an individual’s educational potential, etc. Along with the advantages, the risks are also analyzed. Traditionally, these include fragmentation of knowledge, delegation of responsibility, lowering the threshold of critical thinking, cybersecurity issues, the anthropologization of gadgets, the “devaluation” of living experience, and much more. This indicates a steady trend of considering the subject of education not only as a “productˮ of educational systems, but as an “integrated system of functionsˮ that he can perform based on the personal potential developed in the education system. Conclusion. The formation of a model of correlation between classical and digital learning formats is in its infancy. Today, a kind of “asset redistribution” is taking place, in the process of which “digital ownersˮ (neural networks, educational platforms, chatbots, AI agents, etc.) “captureˮ the space of educational entities, starting from the state and ending with family and individuals. The effect of such strategies is not determined.

Introduction. The introduction of artificial intelligence (AI) into education is a kind of substitution, including the substitution of concepts, since intelligence does not exist at all, especially artificial intelligence. In addition, such substitution can mask the implicit processes taking place in the educational process. Let’s consider two tasks: Which old myths about AI and digitalization in education have been revived on a modern technological basis? And also, do educational managers understand what AI is, its capabilities and limitations, and do they need such an understanding? The research methodology was based on a systematic analysis of domestic and foreign scientific literature on the research topic, as well as on a historical analysis of the origin primary sources of the machine metaphor - “can a machine thinkˮ? Discussion. The complexity of the most advanced modern digital neural networks lags behind the complexity of a single human brain by at least a million times. Nevertheless, substituting concepts, it is believed that such a network has a certain “intelligenceˮ. This is due to the virtually non-alternative belief in the field of AI that intelligence can be identified by the Turing test, which is nothing more than the revival of behaviorism on a modern computer base in its most fundamentalist manifestation: “stimulus-responseˮ allows you to formalize intellectual processes. Conclusion. The introduction of AI in the education field is due to the fact that in modern reality, the educational process is part of the economic process. The comprehensive implementation of digitalization and its derivative AI preserves the existing economic and managerial relations with all the consequences that follow from this.

Introduction. The students` adaptation to the educational process at the university is the most important stage in student life, because the further education of a young person, his success, and the future depend on its success. Therefore, many researchers pay attention to this problem. We have developed a model for the adaptation of the first-year students of the Language faculty of the Pedagogical University. To verify the effectiveness of the model we have developed, it is necessary to determine the initial indicators of the adaptability level of the first-year students and conduct an input diagnosis. In this article, we will present the results of the ascertaining stage of experimental work to verify the effectiveness of this model. Methodology. When building the model, we used competence-based, systemic and personal-activity approaches, as well as the principles of continuity and constancy of the adaptation process, progressiveness, perspective, consistency. Also, for conducting experimental work, we have developed a criterion-assessment apparatus and the levels of adaptation of first-year students. Discussion. In this study, we present the results of the ascertaining stage of experimental work to test the effectiveness of the adaptation model of the first year of the Language faculty of the Pedagogical University, during which the primary diagnosis of students’ adaptability and an introductory questionnaire were conducted. The experimental work was organized on the basis of the Faculty of Foreign Languages (FFL) of the Novosibirsk State Pedagogical University (NSPU). Experimental research base: 120 first-year students of Novosibirsk State Pedagogical University (training area: “Pedagogical education” with one and two profiles. Conclusion. The analysis and generalization of the results of the ascertaining stage of experimental work give grounds to assert that first-year students have a low level of adaptability to university studies, to the study group, and the implementation of the model of adaptation of the first-year students to university studies developed by us is capable of achieving a high level of adaptability to the educational process of the university.

Introduction. The article explores the potential of AI in English language teaching and learning; the focus is on integration of AI technologies into pedagogical practice and their application in the educational process. The purpose of the study is to empirically analyze professors’ and students’ perceptions of the introduction of AI tools into teaching modern languages and to identify trends in this area. Methodology. Qualitative and quantitative methods are used to analyze educators’ and students’ perceptions of the integration of AI technologies into English language teaching and learning. The empirical analysis of survey responses is conducted primarily using qualitative methods. Emphasis is placed on the descriptive methods of analyzing the chart, percentage indicators are given and explained, indicators are contrasted using the comparative method, and empirical conclusions are drawn. Discussion. The survey revealed a variety of respondents’ attitudes to the use and role of AI. The diagram allowed to identify trends: most of the survey’s participants acknowledge the deployment of AI tools in language education, but they also note insufficient awareness of the scale and possibilities of their application, demonstrating basic digital literacy. Conclusion. Respondents expect AI technologies to improve the educational process; the integration of AI in English language teaching is perceived as a promising trend that transforms educational practice.

Introduction. Active introduction of «technocratic model» in medicine, changes the nature of «doctor-patient» relations. They are judged today as depersonalized. The depersonalization of doctor-patient relations indicates an essential «crisis of medicine». The reason for the latter is seen in the displacement from practical health care of an approach to the patient that has been developed for centuries, based on the principle of mutual trust. The issue of the role of higher medical education in overcoming the processes of depersonalization of medicine becomes topical. Overcoming is possible due to the reflection of the valuable bases of the medical activity and professionally significant personal qualities of the specialist in the training process. Methodology. The authors use an axiological approach in analyzing the contradictions between the peculiarities of modern medical practice and the declared traditional values. Drawing on scientific literature on the designated problem, the authors turn to their own experience of teaching humanities in medical university. Discussion. The basis of the dialectical nature and uniqueness of medical practice are considered, which necessarily determine «professional-value orientations and personality qualities» of the future specialist. It is argued that in the formation of the future doctor, the leading role belongs to the disciplines of the humanitarian cycle. Conclusion. In the current conditions of dehumanization of medicine, one of the tasks of disciplines of the humanitarian cycle in medical university becomes a critical comprehension of the value bases of the profession of doctor. This problem can be related to the application of a number of pedagogical techniques, allowing medical students to realize the reconstruction of conceptual dimensions of medicine, without which it is difficult to maintain a holistic perception and medical experience, and the mission of the doctor.