Philosophical concepts of education. Philosophy of education krashneva olga evgenievna Key approaches and categories of philosophy of education
"Knowledge Society". Philosophy of education. Innovative aspects in the development of education.
INTRODUCTION
"Knowledge society", "post-industrial society", "technocratic society" are popular terms in the media and literature on various topics, from scientific to popular. It's nice to think that we live in some special time, different from previous periods of history. In addition, the topic of preparing a person for the challenges and tasks of functioning at a special time, which education solves or tries to solve, is interesting.
The scope of the author's scientific interests is related to the development of an assessment system for production personnel in relation to the competence-modular approach of teaching and assessment in educational institutions. In this regard, the study of the general philosophical approach to the problem of education is of particular importance.
There is no person who, as a subject, object or critic, would not be interested in the topic of education. This is due to the relevance of the topic of the essay - "Knowledge Society". Philosophy of education. Innovative aspects in the development of education”.
The purpose of this work is to study the history, diversity of approaches and the current state of the philosophy of education, innovation and continuity.
The tasks are:
1) description of the history of the emergence and development of the philosophy of education;
2) identification of methodological problems of the philosophy of education, their influence on the formation of the goals and objectives of the education system;
3) revealing the connection between the philosophy of education and pedagogy;
4) study of the current situation, problems and prospects of the modern education system in Russia.
CHAPTER I: The concept of "knowledge society", terminological aspect.
The modern era of human development is perceived as unique. The passage of time has never seemed so fast. Changes in the social structure, the functioning of social institutions, social stratification, scientific knowledge understanding of the very essence of society, which occurred in the second half of the 20th and early 21st centuries, give reason to really consider our time special.
Revolutions: scientific, technical and social have changed the world from two sides: on the one hand, making it more comfortable and safer. A person can live longer and be less dependent on the influence of the natural environment and social cataclysms. On the other hand, the understanding of statuses, roles, interaction of groups of people, layers and categories of the population has changed. The fact that residents of different countries have achieved the abolition of slavery, equality, at least formal, of men and women, representatives of different races, religions and nationalities, speaks of the mutual influence of science and civilization in these processes.
Of course, the very approach to achieving knowledge has changed, the possibilities in this regard of different people.
“Consideration of the “knowledge-based society” as a new socio-cultural and civilizational phenomenon reveals the complexity of conceptualizing its initial settings. The reason is the ambiguity of the meaning-forming concept of “knowledge” for this phenomenon. Knowledge is an attribute of homo sapiens. The formation of man and the growth of the volume of knowledge obtained by him for adaptation to the world and for the ever greater adaptation of the world to his own needs are inextricably linked. And since, historically, human needs have systematically grown, the amount of knowledge necessary for self-realization and satisfaction of these needs has steadily increased. Naturally, the content of the concept of “knowledge” also changed, which began to cover not only specialized information in the form of concepts and judgments, but also the results of practical experience, traditions, rules, etc.”
The complexity of the issue lies not only in the maintenance of historical justice and the rejection of political tendentiousness, but also in the correct identification of signs of change, the criteria for assessing them as unique.
This term has been confirmed in the policy documents of UNESCO and the World Bank. This not only adds to its social significance thanks to the work of world experts, but also opens up a large number of questions, primarily of an ontological nature.
The term "knowledge" in different eras was interpreted in different ways.
In the pre-literate era, knowledge was secret, revealed the secrets of communication with higher powers. Hence its special character and special attitude towards its bearers. The invention of writing as a tool and product of knowledge is one of the most important stages in the development of mankind as a species. The example deserves special attention here. Chinese characters. Appearing in indefinite antiquity and formed into a common sign system in the VIII-VII centuries BC. hieroglyphs denoted a concept, not a sound. Therefore, they could be used by speakers of different dialects and phonetic forms. This feature of hieroglyphs made them not only a tool for transmitting information, but also a way of cultural interaction, maintaining stability. The languages of the ruling dynasties changed, but the cultural code preserved in such writing was accessible and enriched by subsequent generations.
“In this position, one can see an analogy with the teachings of Socrates, who considered self-knowledge to be the most important task. It is noteworthy that already in Antiquity there was another interpretation: knowledge as a tool for successful activity. A supporter of this point of view was Protagoras, who by knowledge understood logic, grammar and rhetoric - branches of knowledge necessary for a general culture and based on broad education. At the same time, efficiency and usefulness are attributed not to science at all, but to techne, that is, skill, skills. Thus, techne as skill and knowledge as comprehension of the world were already different then, since the latter did not
associated with the ability to act. It is characteristic that both Socrates and Protagoras, who paid tribute to techne, did not consider it to be knowledge. As a skill or habit, techne could not become the basis for the development of general principles, but only indicated a certain course of action necessary in specific cases. Techne is characterized by an inseparable connection with its specific bearer, a master whose skills and techniques can only be adopted after a long period of apprenticeship under him.
The classical ideas of Plato and Aristotle determined the conceptual framework of the semantic spectrum of the concept of "knowledge" in the European philosophical thought"axial time".
In the era of Plato and Aristotle, knowledge was not opposed to
virtue, but was considered in unity with it.
The invention of printing was essentially a landmark: knowledge became as accessible as resources were available. It was no longer thought and status, but money that determined whether a person would be literate, whether he would comprehend the true teaching, whether he would make his own contribution to science. The rejection of the sacredness of knowledge in a growing and prosperous Europe led to an explosion of scientific and social innovations. And as a result, the opinion has taken root that only a lack of knowledge prevents humanity from being happy and prosperous. The learned monk was replaced first by an alchemist, and then by a secular thinker: philosopher, physicist and engineer.
However, the connection with the mystery, religious or otherwise, lost at this time, led to the loss of the very meaning of ancient knowledge - as a virtue more than a set of facts and theories. Knowledge became vocabulary, it is not by chance that the main work of the Enlightenment was the Encyclopedia.
In the 19th century, humanity faced the "dictatorship of laboratories". Philosophy was declared outdated: it was not capable of creating machines that could move or kill. However, already in the novel by Mary Shelley "Frankenstein" the problem of the limit and ethics of knowledge, its connection with virtue, was realized. Using the example of a scientist who received opportunities, but not morality, it becomes clear that being God is not the same as turning on an electrical device that gives light.
Thus, in the dispute between physics and philosophy, it became clear that philosophy is something more than science.
The 20th century brought new advances in technology and, at once, disappointment and fear. Most of the members of the "Manhattan Group" besieged the governments of the countries with letters about the inadmissibility of using their invention - the atomic bomb. The successes achieved in cloning led to an almost simultaneous ban on human cloning. This has created legal and ethical - as yet unsolvable - problems.
According to Umberto Eco, "humanity has not yet recovered": the growth of opportunities is far ahead of moral development.
Knowledge is both vocabulary and wisdom. Skill and virtue. The capacity for action and the power to refuse it.
Modern features of society fit into various names of the time period:
- "society of knowledge" (P.Drucker, N.Shter);
- "risk society" (N. Luhmann, W. Beck);
Post-industrial society (D. Bell, E. Toffler);
Information Society (D.Bell);
Network Society (M.Castells);
Society as a system of communications (N. Luman);
Postmodern culture (P. Kozlowski).
Common features of such a society:
Availability of information both in a systematic way and in the form of any flow;
Easier access to various forms of education;
Identification of the method of transmitting the information itself with its content;
The problem of information overload;
The problem of non-critical perception of information;
Actually network social institutions (blogs, social networks, online approval, voting or bullying, online trading, dating and communication, remote financing, etc.)
In a sense, the Internet is the modern agora of the Golden Age, where everyone is free and equal, can speak out and gain power and influence.
But just as in ancient times, a person does not solve the main problems:
Education has become more accessible. Perception is not. A person is not able to biologically assimilate more bits of information, perceive it critically and use it in their activities. It becomes practically unimportant where a person read the information from: from a book or from a liquid crystal screen. And most importantly, the availability of knowledge did not lead to progress of humanity itself. A blog entry, like a book read, is a sign, a pointer, a call. But whether a person will follow him is unknown.
The Internet, having made communication accessible, has not made a person a citizen of the world. Of course, it has become easier to find a hotel in an exotic country, a husband abroad or a rare book. However, a significant problem is “loneliness in the city”. Network interaction is perceived as more lightweight, outwardly simple, and therefore less valuable. If earlier, despised by Fonvizin and any schoolchild, Mrs. Prostakova relied on cab drivers who compensate for ignorance of geography, now we, considering ourselves not stupid, use navigators and electronic guides, believing that time should be spent on something more important than memorizing facts. What do we spend on? Excess time and additional opportunities do not lead to the growth of a person as a thinking and spiritual being.
The knowledge society does not solve the problems set by the Enlightenment, but only sharpens and actualizes them, not finding solutions.
CHAPTER II: PHILOSOPHY OF EDUCATION: ESSENCE AND SPECIFICITY.
“Philosophy of education (hereinafter - PE) is a research area of educational knowledge at its junction with philosophy, analyzing the foundations of pedagogical activity and education. Their goals and ideals, methodology of pedagogical knowledge, methods of designing and creating new educational institutions and forms…. The term “FO” itself arose in the first quarter of the 20th century. It can be recalled that the problems of education are discussed by Plato, Aristotle, Jan Amos Kamensky, Locke, Herbart. A whole epoch in the development of philosophy is directly connected with the ideals of enlightenment. And in the philosophy of the 19th century, the problem of human education was considered as central (for example, by Herder, Hegel, and others). In Russia, it was also central in the pedagogical ideas of V.F. Odoevsky, A.S. Khomyakov, P.D. Yurkevich, L.N. Tolstoy. This period can be called the period of the proto-philosophy of education.
In the twentieth century, many philosophers applied the principles of their philosophy to the study of education (for example, D. Dewey, M. Buber, etc.). Moreover, it should be noted that philosophy, referring to pedagogical theory and practice, was not limited to reflection on the existing education system, its goals and levels, but put forward projects for its transformation and construction. new system education with new ideals and goals.”
“The general scheme of periodization of the history of the philosophy of education .
1. background PH - the origin of the philosophy of education through the intellectual history of philosophical thinking about education, starting with the disclosure of the relationship Greek philosophy with paydeya, where paideia(Greek παιδεία - “raising children”, cognate with παιδος “boy”, “teenager”) - a category of ancient Greek philosophy corresponding to the modern concept of “education”, passing through all classical philosophical systems in their connection with educational knowledge until the beginning of the 19th century (Socrates, Plato, Aristotle, Augustine, Montaigne, Locke, Rousseau, Kant, Hegel, Scheler, etc.).
2. Protophilosophy of Education(transitional stage: 19th - early 20th centuries) - the appearance of some prerequisites for FD in systems general philosophy, which coincides with the isolation of education, the growth and differentiation of educational knowledge (J. Dewey, I. F. Herbart, G. Spencer, M. Buber, etc.)
3. Formation of the Federal District(mid-20th century) - education acts as an autonomous sphere, educational knowledge distances itself from speculative philosophy, at the junction between them, a philosophy is emerging that specializes in the study of educational knowledge and values, i.e. philosophy of education.
By the middle of the 20th century, the PH is separated from general philosophy, it takes on an institutional form (associations and associations of philosophers are created in the United States, and then in Europe, dealing with the problems of upbringing and education, and teachers who turn to philosophy).
Creation in the mid-40s of the Society for the Philosophy of Education in the United States, and after the war - in European countries, the publication of specialized journals, textbooks and reference publications on the philosophy of education (for example, Philosophy on Education. Encyclopedia. New York, 1997), organization in 70s specialized departments in the field of physical education, etc. - all this meant the creation of social and cultural conditions for the formation of a scientific and educational philosophical community and the identification of actual problematic situations in the education system.
Consequently, the FD has become one of the generally recognized research areas in European countries - Great Britain, France, Germany, both on the part of philosophers and educators in order to create interdisciplinary research programs in accordance with numerous aspects of education that could provide answers to the challenges of modern human civilization. These research programs have made it possible to formulate national educational programs and strategies in the context of universal values and educational ideals: tolerance, mutual respect in dialogue, openness of communication, responsibility of the individual, the formation and development of the spiritual, social and professional image of a person.”
A slightly different version of periodicals, taking into account the links with in-depth studies of a person and various aspects of his being, are given by A.P. Ogurtsov and V.V. Platonov:
“The historical explanation of the social and spiritual foundations of PhD is complicated by the fact that the history of this philosophy has not yet been written in any holistic form, which makes it possible to clearly and briefly represent the main shifts in its content and, accordingly, periods of development.
…It can be formulated general scheme periodization of the history of FD:
1. Prehistory of FD. She is. Of course. Differently understood and differently dated…. Starting with the disclosure of the relationship of Greek philosophy with "paideia", passing through the entire sequence of classical philosophical systems in their connections with educational knowledge until the beginning of the 19th century.
2. Transitional stage (protophilosophy of education): XIX-beginning of the XX century. Emergence of some prerequisites of FD in the systems of general philosophy. At the beginning of the 20th century, the PO appears as “journalistic” offshoots of philosophical systems (like the concept of Bergson or Dewey), fruitful for educational thought. Physical education is also an academic discipline taught by philosophers who often do not know pedagogy, or teachers who often do not know philosophy. This is not a specialized FO. However, this approach continues in many educational institutions to this day, in particular, in Russia.
3. Becoming. The middle of the 20th century: education acts as an autonomous sphere, educational knowledge distances itself from speculative philosophy…. In Europe, these premises are presented by Fichte, Natorp, Spencer, Russell, Whitehead. Dilthea, Dewey... The development of the main ideas of the PhD does not contradict the new anthropological data: “not so that philosophical reflection gives grounds. Which will determine educational research, but, rather, on the contrary: all new empirical data about a specific educational life, all new comparisons with the changing spiritual and social conditions of a certain time require all new, modified thinking, which then illuminates a special study back. …. Purely positivist pedagogy divorced from philosophy will not achieve its own goals.
The current state of the PhD is due to its connection with its foremother-philosophy. Philosophy, like the colossus of Rhodes, stands on two banks at once:
“Problem nodes for all types of philosophical dialogue exist primarily where other spheres of spiritual culture mutually intersect with philosophy. Where different philosophical trends come into contact, where philosophy addresses social reality….. .
1) Philosophy and the social sciences are in continuous dialogue. … Overcoming confrontation, both philosophy and special sciences receive new impulses for mutual development.
2) The dialogue (even polyalogue) between various philosophical directions and concepts.
3) A peculiar dialogue exists between philosophy and the social demands of society."
There are two main, at first glance, contradictory areas of FD:
1) Empirical-analytical direction. PhD based on Gestalt psychology, while transforming, approaches postmodernism. “A fairly clear form of the empiric-rationalistic approach is the critical-analytical FD, oriented towards the philosophy of science of K. Popper is also linguistic. (Language analysis based on logic). Its goal is to identify various forms of educational knowledge with the help of language (I. Sheffler, R. Peters). Within the framework of this direction, the critical-rationalistic FD is actively developing (V. Bretsinka, G. Tsdarcil, F. Kube, K. Klauer, R. Lochner, L. Rössner). It considers itself as a methodological substantiation of "experimental-scientific pedagogy". This scientific part is separated from scientific teachings in general, humanitarian concepts in general, associated with values.
This direction, set out with expedient simplicity and at the same time strict requirements for methodological logic, is an attempt to “check harmony with algebra”, but not only from the standpoint of craft and skill, but also a conceptual approach to the formation of a person in a new society.
2) Humanitarian direction FD represented by the works of A. Bergson and D. Dewey (at an early stage).
Hermeneutics (G. Zero, E. Veniger, V. Flitner), existential-dialogical approach (M. Buber), pedagogical anthropology in the classical version (I. Derbolov, O. Bolnov, G. Roto, M. .Lavenfeld, P.Kern, G.Wittig, E.Meinberg), postmodern philosophy of education (D.Lenzen, W.Fischer, K.Wunsche, G.Gizeke, S.Aronowitz, W.Doll).
In the history of the development of the two directions, one can observe their mutual complement and mutual influence.
During the period of formation in each of the concepts, the tendency to self-affirmation and isolation from other theories prevails.
Since the mid-1960s, it has been discovered that concepts have developed that cannot be reduced. Accordingly, there are tendencies to build constructive systems, while the focus is on the task of comparing the empirical-analytical and humanitarian approaches.
From the beginning of the 80s. unfolds criticism of the above systems from the position of postmodernism.
In the second half of the 90s, an alternative was put forward - reconstruction.
One of these areas was the pedagogical anthropology of the late period. It acted as an alternative to totalitarian education and pedagogical thinking. Pedagogical anthropology is aimed at synthesizing options within the humanitarian approach and, further, this whole approach with the empirical-analytical one. The synthesis of these parts involves the construction of an image (model) of a person in the space of education.
The critical-emancipatory FD strives for a synthesis of approaches, moreover, it gravitates toward the empirical-analytical one, especially towards the orientation towards sociological and political science problems. … sociological interest determines the educational and scientific interest: the education of subjects of social emancipation, capable of communicative action.
CHAPTERIII: A modern approach to building the education system in Russia based on a philosophical understanding of knowledge.
« The idea of a humanitarian orientation of knowledge in the context of global problems and the survival of mankind requires its embodiment in the fundamentalization of education, in its non-classical form based on humanistic principles and universal scientific picture peace.
Considering such a problem as the humanitarization of education, it is necessary to understand its synthetic nature - the unity of general cultural and professional training aimed at ensuring the all-round harmonious development of a person. In a period of increased flow of information, maintaining mental health requires the ability to highlight the main thing and limit this flow, guided by the principle of selectivity. Ability to navigate information, make the best use of educational and additional material allows you to maintain the integrity of the worldview and increases the creative potential of the student.
The modern economic and social system places increased demands on the content and methods of education, including in Russia.
Taking into account the requirements of focusing on the basic principles of organizing a single European educational space within the framework of the Bologna and Copenhagen processes, a competence-modular approach was adopted as the basis for the reform of the vocational education system. The actual set of knowledge is being replaced by the ability to solve professional problems in relation to a particular specialty.
The transition to competence-oriented education in Russia was normatively enshrined in 2001 in the Concept for the Modernization of Russian Education for the Period up to 2010 and Priority Directions for the Development of the Educational System of the Russian Federation (2005).
It is assumed that the employer assesses the competence of specialists when hiring, studying the certificates of mastering professional modules and the "portfolio" of yesterday's student, containing information about educational work, completed projects and participation in extracurricular activities, and can draw a conclusion about the professional attractiveness of a candidate . The advantage of such an innovation is the flexibility of the content of the professional modules, especially in the field of the variable part, the possibility of annual correction of the educational and practical work taking into account the requirements of the employer-customer.
On the this moment professional standards for working specialties have been developed, taking into account not only the complexity of the work, but also the factor of responsibility, safety requirements, place in the production cycle of the enterprise, the degree of independence of the work itself and decision-making. These standards are used both in the conditions of the initial assessment, and in the process of assigning ranks, incremental coefficients and coefficients of labor participation in the organization of team work, certification requirements and determining professional compliance.
In contrast to the Western approach, the Russian education system assumes an orientation towards the collectivist consciousness, traditionally developed in a communal society. Also an important feature of the Russian education system is taking into account the traditional Russian messianism - the desire to enlighten and correct the very nature of the student.
Borrowing Western practices can become an additional impulse in the development of the Russian education system. Without pretending to generalize, I will give an example of a technique design work, definitely and directionally influencing the implementation of a practice-oriented approach.
Back in 1981, the International Congress on Science and Technology Education was convened. Its purpose is to develop a research program and terminology on the topic "Education in the field of science and technology". “First of all, the changed goals of the study attract attention. If in the 60s the research field ... was focused on the need to form a national cadre of technicians and engineers, then in the 80s the emphasis changed - the focus was on the continuity of education, the orientation of students to success in technology and science, and attitudes towards science.”
From the standpoint of the tasks of the Russian education system, described in the development program until 2010, these approaches have been embodied and continue to be developed in the regulatory documents of the Ministry of Education of the Russian Federation. The transition to competence-oriented education in Russia was normatively enshrined in 2001 in the Concept for the Modernization of Russian Education for the Period up to 2010 and Priority Directions for the Development of the Educational System of the Russian Federation (2005).
The basis of the approach is the creation of professional modules for each of the specialties while coordinating the requirements for graduates with the employer in such positions as learning objectives, selection and structuring of learning content, organization of the educational process, monitoring and evaluation of results.
Since May 2014, a draft law on the mandatory consideration of professional standards in the assessment of personnel of state-owned enterprises has been under consideration. However, the private sector still poorly coordinates its requirements for graduates with the content of professional modules, which is difficult and unprofitable for small and even medium-sized businesses.
The goal of education is not only to transfer to the student a set of knowledge, skills and abilities in a certain area, but also to develop an outlook, interdisciplinary intuition, the ability to make individual creative decisions, to self-study, as well as the formation of humanistic values. All this is the specificity of the competence approach. Its implementation involves a shift in emphasis to the developmental functions of education, to the formation in the process of learning the personality of a future specialist, his harmonious spiritual and moral development, high psychological stability and readiness for useful work.
Thus, the training of personnel takes place in the conditions and in accordance with the accepted sustainable values of the "knowledge society". These conditions are the variability at the level of technology, the availability of information, the wide possibilities for the dissemination of ideas, the value of information as the main economic product. The project activity of educational institutions, along with classical training, returns us spirally and dialectically to the position of classical knowledge - as wisdom, potential and skill.
CONCLUSION
In this paper, the concepts of "society of knowledge", knowledge as such and the philosophy of education were considered. A comparative analysis was made of various areas of the philosophy of education, the history of their origin, the influence of various philosophical teachings on the philosophy of education; their common features from the point of view of the object and methods are noted, the tendencies towards integration and mutual enrichment while maintaining the uniqueness of the approach are indicated.
The result of working with sources in preparing the abstract was the understanding of the special function of the philosophy of education as a set of methodological approaches and an ontological approach to the problems of educational activity within the framework of modern civilization.
In the third part of the work, the Russian and Western approaches in educational activities were correlated from the standpoint of the integrating influence of the adopted international acts, the westernization of the Russian system under conditions of an adequate response to unique cultural characteristics.
It becomes obvious that the philosophy of education is a young and dynamically developing branch of philosophy with great potential in a rapidly changing reality.
BIBLIOGRAPHY
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AE Voskoboynikov Health and education in the context of modernization. Materials of the round table "Problems of modernization of Russia in the conditions of entry into the information society". IX International Scientific Conference "Higher Education for the 21st Century". November 15-17, 2012
A.P. Ogurtsov, V.V. Platonov. Images of education. Western philosophy of education. XX century. Publishing House of the Russian Christian Humanitarian Institute, St. Petersburg, 2004. Page 502
The famous German philosopher Arthur Schopenhauer compared philosophy to a high alpine road, which leads to a steep narrow path. Often the traveler stops over a terrible abyss. Green valleys stretch below, in which it pulls irresistibly, but you need to strengthen yourself and continue on your way, leaving traces of bloodied feet on it. But having reached the very top, the daredevil sees the whole world in front of him, sandy deserts disappear before his eyes, all irregularities are smoothed out, annoying sounds no longer reach his ears, he inhales the fresh alpine air and sees light in his clear vision, while below still reigns deep darkness.
Attempts to examine from the height of the newest or most widespread philosophical theories and ideas of the problem of the development of a certain branch of science have become traditional. Between philosophy and basic generalizing scientific theories intermediate links and their corresponding specializations began to emerge, for example, the philosophy of mathematics, the philosophy of education, and others. The close connection of philosophy with the theory of pedagogy has led to the fact that, for example, in Great Britain they are inclined to think that the philosophy of education and the general theory of pedagogy are one and the same. However, most modern scientists involved in the development of philosophical and methodological problems of education believe that the philosophy of modern education is an intermediate link between the philosophy and theory of pedagogy, which arose in order to solve those complex problems that arose at the intersection of philosophy and pedagogical activity, and is designed to play the role of ideological and methodological foundations for reforming modern education.
The main functions of the philosophy of modern education:
1. Create Choices philosophical ideas or a certain philosophical system as a general methodological basis for solving some important problems of pedagogical activity and a holistic process of reforming modern education.
2. Didactic technologization of the philosophical ideas chosen for solving pedagogical problems in order to introduce them into pedagogical practice and verify their truth or develop the theoretical and practical pedagogical mechanisms corresponding to them for implementation in the processes of personality formation.
3. Revealing the general patterns of the reverse action of education on philosophy.
4. Acting as a general methodological basis for systematizing all the functions and elements of pedagogical activity both in the theory of pedagogy and in any kind of pedagogical activity.
Problems of modern philosophy of education:
1. The formation of a new type of worldview in the coming generation, the general initial principle of which, according to most authors, is formulated mainly as follows: the solution of global problems should become the main goal (interest, value) for modern humanity, and such a solution is impossible without subordinating all types of our activities of this goal (V.S. Lutai). The development of such a worldview requires the unity and interaction of new areas of philosophy and education.
2. Finding ways to solve by means of education the main issue of the modern philosophy of education - the establishment of peace in the world and in the souls of people, the ability to "listen and understand" not one's own, "be tolerant of someone else" (Miro Quesada).
3. Education of the younger generations on the ideas of noospheric civilization, which would ensure the harmonious interaction of man with nature and other people and, according to many scientists, could bring humanity out of its crisis state.
4. Affirmation in the ideological principles of the younger generations, the understanding of the need to combine scenic-technocratic and humanistic or antiscenic directions in order to solve the global problems of mankind, since each of them is a manifestation of a certain extreme. The first of these is related to the assertions that success scientific and technological revolution will solve all the most important problems of mankind. The second, considering the reason for the aggravation of global problems of dominance in the minds of people of scenistic-technocratic values, sees a way out of the impasse in the subordination of the development of technology and the economy to such universal spiritual values as: goodness, love, harmony, beauty.
5. Despite the fact that the aforementioned contradiction widely manifests itself in the field of pedagogical activity in the form of problems of the correlation between the educational and educational functions of the pedagogical process and the same correlation in the teaching of natural and humanitarian disciplines, one of the most important tasks of the national concept of reforming the school is the humanization of education.
6. Since the main task of modern education is the need for continuous education and the anticipatory nature of the development of society (the amount of information doubles every 10 years) and due to the impossibility of predicting what kind of specialized knowledge society will need in ten years, the main feature of the anticipatory nature of education is consider - the preparation of such a person who is capable of high-performance individual creativity and solution on this basis of any problems that life will put before her.
7. Reflection in the education of one of the global problems of modern society - the information crisis (the amount of existing information important for solving any problem is so great that it is almost impossible to find it in the "ocean of information", and this, according to many scientists, led to the collapse of our knowledge on the totality of elements that are poorly connected with each other) - there is a well-known "fragmentation", which causes the absence of "that synthetic approach that connects different sciences" (/.Prigozhiy). According to V.V. Davydov and V.P. Zinchenko, the education system, trying to copy the differentiation of science, strives to embrace the immensity.
8. The problem of the alienation of education from the individual interests of many people and their immediate experiences remains unresolved, which is a reflection of the complex contradictory relationship between the individual and society and gives rise to the main contradiction of the pedagogical process - the contradiction between the self-personal “I want” of the student and the general civil “must”.
Introduction
CH.1. PHENOMENON OF EDUCATION IN THE HISTORY OF SOCIAL IDEAS, SOCIO-CULTURAL PROCESS AND PHILOSOPHICAL REFLECTION 14
1.1. Education in the system of pedagogical and socio-philosophical ideas 14
1.2. Education in the socio-cultural process 32
1.3. Philosophy and Education 53
CH.2. PHILOSOPHY OF EDUCATION AS A SOCIAL PHENOMENON AND SCIENTIFIC DIRECTION 75
2.1. Philosophy of education: origin, periodization and subject area 75
2.2. Socio-philosophical methodology of the philosophy of education 106
2.3. Philosophy of Education and Philosophical Pedagogy: Sources for Improving Methodological Culture... 137
CONCLUSION 156
LITERATURE 161
Introduction to work
Relevance of the research topic. The challenge of the 21st century, directly addressed to education, is to awaken the natural functions of education as the most important sphere of cognition, formation, correction, and, if necessary, transformation of the mentality of both the individual and society as a whole. The essence of another major component of the challenge of the coming 21st century is the need to realize the deep foundations of the driving forces of the development of civilization and to actively influence these foundations in the direction of the moral, spiritual progress of mankind.
The most serious problem of education is associated with the actual absence of a clear and thoughtful policy in this area, with a lack of attention to the prognostic, philosophical justification of such a policy. But for this, the problems of developing the whole range of issues related to the actual formation of a new branch of scientific knowledge - the philosophy of education - should receive priority development.
Truly grandiose problems facing the education of the future require fundamental changes in the very understanding of the essence of education, in the very approach to determining the priorities of educational activities. But fundamental transformations in this area are possible only if the most common educational problems that determine the role and place of education in solving global civilizational problems are first resolved.
Reflection on education is one of the distinguishing features of modern philosophy. This is due to the fact that society in the 21st century, under the influence of the scientific and technological revolution, acquires an informational character, and this is precisely what determines its state and prospects. Thus, the philosophy of education in modern conditions becomes a section philosophical science. Interacting With
4 pedagogy, psychology, sociology and other humanities, it examines the content, goals and prospects of education, explores its social meaning and role in the development of both human society as a whole and in the fate of individual countries and peoples.
The possibility of the existence of the philosophy of education is determined by the fact that the sphere of education itself is a source of universal philosophical problems. And the main task of the philosophy of education is to clarify what education is and to justify it (if possible) from the point of view of a person and his needs.
The philosophy of education is a form of philosophical activity in relation to education. The very understanding of education needs to be clarified. The purpose of such philosophical activity is to mentally identify the most essential in the very understanding of education, that which determines its development, interpretation at all social levels, interested in its practice, moreover, generating it.
The essence of the philosophy of education today - the identification of the key role of knowledge in the development of modern civilization - is not only the correct and deep reflections of specialists of a certain profile, not only the key setting of the organizers of education. This is the imperative of an effective system of social management, efficient management, and the self-preservation of society. The philosophy of education is a response to the crisis of education, the crisis of traditional scientific forms of its comprehension and intellectual support, the exhaustion of the main pedagogical paradigm. Despite the importance of the problems of the philosophy of education, the issues of its scientific status, tasks, methodological basis, formation as a special subject area, and, in relation to domestic realities, the issues of periodization of the development of the philosophy of education and the content of the stages of its formation are not fully resolved.
5
% - These problems characterize the relevance of the topic
dissertation research.
The degree of scientific development of the research topic.
The subject of the philosophy of education are the most general,
fundamental foundations for the functioning and development of education,
determining, in turn, criterion estimates are also sufficient
general, interdisciplinary theories, laws, regularities, categories,
concepts, terms, principles, rules, methods, hypotheses, ideas and facts,
related to education.
* Perhaps for the first time the most clear characterization of the philosophical
pedagogy belongs to J. Comenius, who advocated the combination of education and upbringing. After J. Comenius, J. J. Rousseau and K. A. Helvetius speak about the same. He wrote about the power of education that transforms human nature. M. Montaigne. I. Pestalozzi formulates the idea of natural conformity of education in a detailed form.
Kant believed that education sets itself the task of making a person skillful, knowledgeable and moral: education in the first sense is "culture", in the second sense "civilization", in the third sense "morality". Education should cultivate, civilize and make people moral.
The largest representative of the philosophy of education in England, K. Peters, considered it indisputable that education is associated with understanding, knowledge and development of a person and differs from training (as training, coaching), which is used in teaching aimed at a certain fixed result. According to one of the founders of sociology, M. Weber, each era requires its own interpretation of learning and education.
Philosophy of education as a field philosophical knowledge, which uses general philosophical approaches and ideas to analyze the role and main
patterns of development of education developed in the works of G. Hegel, J. Dewey, K. Jaspers, M. Heidegger.
Among the modern researchers studying the essence of education, one should single out F.T. Mikhailov, S.A. Ushakin, O.V. Badalyanets, G.E. Zborovsky, A.Zh. A. Kostyukov, N.A. Antipin, M.S. Kagan and other authors.
In the form most explicitly oriented towards educational practice (pedagogy as the practice of a particular philosophy), the approach is implemented by the SI. Gessen, B.C. Bibler, P.G. Shchedrovitsky, S.Yu. Kurganov and others.
Problems of correlation of philosophy and education in the center of research interest of such authors as T.L. Burova, I.I. Sulima, A.A. Zhidko, T.A. Kostyukova, D. Kudrya, I.N. .Antipin, R.I. Alexandrova.
An anthropological approach to the essence of education is being developed in their
works by V.P.Kaznacheev, V.A.Konev, V.V.Sharonov, A.P.Ogurtsov, A.B.Orlov and
other education as moral activity considered in works
M.N. Apletaeva, R.R. Gabdulkhakova, E.M. Glukhova. Psychological approach
implemented in the works of A. Sarseniev, E.V. Bezcherevnykh, V.V. Davydov,
R.R.Kondratieva. The sociological aspect of the problem is contained in the works
G.E. Zborovsky, A.I. Zimin, V.Ya. Nechaev, A.M. Osipov, A.N. Soshnev,
V.N.Kuikina, F.E.Sheregi, V.G.Kharcheva, V.V.Serikov.
The culturological approach is associated with the works of V.T. Kudryavtsev, V.I. Slobodchikov, L.V. Shkolyar, T.F. Kuznetsov, P.V. and others. The “Russian idea” in the philosophy of education is being developed by P.B. Bondarev, P.A. Gagaev, I.G. Gerashchenko, A.I. Krikunov, A.N. Migunov and others.
V.P. writes about the socio-philosophical concepts of education. Zinchenko, V.V. Platonov, O. Dolzhenko and other domestic researchers. The philosophy of education as a philosophical metaphysics is a wider area of philosophical knowledge compared to social
philosophy and philosophical anthropology. This position is presented
in modern domestic research S.A. Smirnov,
V.L. Kosheleva, E.M. Kazin, S.A. Voitova, A.A. Voronin, N.G. Baranets,
L.I. Kopylova and others.
The positivist understanding of the role of the philosophy of education as applied knowledge (the approach is typical for Anglo-American philosophy), is most closely associated with the empirical-analytical (critical-rationalist) tradition, in our country it has adherents in the person of V.V. Kraevsky, G.N. Filonova, B.L. Vulfson, V.V. Coumarin and others.
R. Lochner, V. Brezinka, I. Shefler, I.Kh. Hurst, R.S. Peter, A. Ellis,
J. Neller consider the philosophy of education as a reflexive field
theoretical pedagogy, metatheory in the structure of pedagogical knowledge,
its critical and methodological level, which creates the prerequisites for
optimization of teaching practice.
This approach is most clearly presented by V.M. Rozina: the philosophy of education is not philosophy or science, but a special area for discussing the ultimate foundations of pedagogical activity, discussing pedagogical experience and designing ways to build a new building of pedagogy.
The purpose of the dissertation research is a social
philosophical analysis of the subject area of the philosophy of education, its status and research tasks.
To achieve this goal, the following research questions are solved in the dissertation. tasks:
Explore the main domestic and foreign approaches to the classification of the status and objectives of the philosophy of education;
Explicit different meanings of the term "philosophy of education";
identify the main modern tasks of the philosophy of education;
clarify the periodization of the national philosophy of education;
Clarify the content of the stages of the formation of philosophy
education in terms of its development in the direction of philosophical
reflections on education;
Analyze the main trends in the development of philosophy
education.
The object of the dissertation research is the philosophy of education as a form of philosophical reflection of the essence of education and the educational process.
The subject of dissertation research different approaches and concepts of the status of the philosophy of education and its tasks in the direction of its development as a philosophical reflection on education come forward.
Theoretical and methodological base of the research is based on the socio-philosophical methods of concreteness and historicism, systemic and activity approach.
For the specific purposes of the study, methods of institutional, structural and functional analysis, as well as methods, ideas and principles developed by historical pedagogy, sociology of education, cultural studies, human studies and social anthropology, social psychology and personality psychology were used. The work also uses synergetic, informational, communicative, valueological, phenomenological, hermeneutic approaches.
Scientific novelty of the dissertation research tied With clarification of the status, tasks, periodization and main directions of development of the philosophy of education.
1. The following are identified as the main approaches: the philosophy of education as a sphere of philosophical knowledge, using general philosophical approaches and ideas to analyze the role and main patterns of education; philosophical analysis of education,
9 understood as a matrix of society reproduction; philosophy of education as philosophical metaphysics; positivist approach to the philosophy of education as applied knowledge; philosophy of education - not as a special science, but as a special area of discussion of the ultimate foundations of pedagogical activity (philosophy of pedagogy).
2. The scientific-pedagogical, methodological-pedagogical, reflexive-pedagogical, reflexive-philosophical, instrumental-pedagogical meanings of the term "philosophy of education" are singled out.
3. The following stages of the formation of domestic philosophy have been established
education, which, in accordance with the main focus
studies are named as follows: ideological,
rationalizing, cybernetic, problematic, dialogical,
ecological.
4. Historically specific, meaningful
filling the main stages of the philosophy of education.
5. It is substantiated that the philosophy of education is developing in the direction
formation of philosophical reflection on the problems of education.
6. The main tasks of the philosophy of education are identified.
The following provisions are put forward for defense:
1. The following main approaches to understanding the status and tasks of the philosophy of education are distinguished: A. Philosophy of education as a sphere of philosophical knowledge that uses general philosophical approaches and ideas to analyze the role and main patterns of development of education. B. Philosophical analysis education, understood as a matrix for the reproduction of society (sociality, social structure, systems of social interaction, socially inherited codes of behavior, etc.). B. Philosophy of education as a philosophical metaphysics, a broader area of philosophical knowledge compared to social philosophy and philosophical anthropology. D. A positivist understanding of the role of the philosophy of education as applied knowledge focused on
10 study of the structure and status of pedagogical theory, the relationship between value and descriptive pedagogy, analysis of its tasks, methods and social results. E. The philosophy of education is not a philosophy or a science, but a special area for discussing the ultimate foundations of pedagogical activity, discussing pedagogical experience and designing ways to build a new building of pedagogy.
2. The term "philosophy of education" is characterized by semantic
ambiguity, determined by aspects of the study, tasks of analysis
and the status of this problem area, which allows us to single out a)
philosophy of education as scientific pedagogy or theory of education
(scientific and pedagogical aspect); b) the philosophy of education as
methodology of pedagogical science (methodological and pedagogical aspect); in)
philosophy of education as understanding the process of education and its
correspondence of the generic essence of a person (reflexive-philosophical
aspect); d) philosophy of education as a tool for analyzing pedagogical
reality (instrumental and pedagogical aspect).
3. At the first stage (40-50s), the philosophy of education was reduced to
ideological consecration of the practice that existed in the Soviet school
general and vocational training and education. On the second -
Rationalization - the stage of the turn of the 50-60s. Pedagogical searches began to improve the educational process in the direction of increasing its effectiveness through the rationalization of education. At the third - cybernetic - stage in the 1960s, the philosophy of education was faced with the need to introduce into practice such generally technocratic forms as algorithmization and programming of education, its optimization and management. At the fourth - problematic - stage in the 1970s, the philosophy of education began to substantiate such an approach, which goes beyond purely technocratic frameworks,
As a problem-based learning that stimulated the cognitive activity of students. Critical reflection of problem-based learning was carried out from the positions
personal-activity approach in psychology and system-activity approach in philosophy. At the fifth stage in the 1980s, the philosophy of education actively developed dialogical as well as culturological paradigms. At the sixth - ecological - stage at the turn of the 1980s-90s, the philosophy of education considers its problems in the context of the interaction of various developing environments: from family through school and university to socio-psychological, professional-activity and information-sociogenic.
4. At the first stage at the turn of the 1940s-50s, although the problems
philosophy of education has not yet emerged as an independent field, all
individual elements of it were contained within theoretical works on
philosophy, psychology, pedagogy. At the second stage at the turn of the 1950s and 60s
years, the tasks of philosophical and educational
content. At the third stage, at the turn of the 1960s and 70s,
educational programs that have a philosophical justification and
capturing various aspects of the philosophical and educational
"problems. At the fourth stage, at the turn of the 1980s-90s, philosophical and educational problems are consciously formulated, reflection and paradigm shifts occur in its development, types of methodological work are discussed as conceptual schemes for designing educational practice. At the fifth - modern - stage in 1990- years and beyond, the philosophy of education is constituted into a special field of knowledge, a systematic study of its methodological, theoretical and social foundations is carried out.At the sixth stage, it focused on the problems of interaction between sociocultural and sociotechnical aspects within the framework
"humanistic pedagogy, reflective psychology and understanding sociology.
5. The main global trends in the development of the philosophy of education
are the following: a change in the socio-cultural paradigms of education,
related to the crisis of the classical model and education system,
12 development of pedagogical fundamental ideas in the philosophy and sociology of education, in the humanities; creation of experimental and alternative schools; democratization of education, creation of a system of continuous education; humanization, humanitarization and computerization of education; free choice of training and education programs; creation of a school community based on the independence of schools and universities.
6. Trends in the development of modern education and determine the main objectives of the philosophy of education: 1). Understanding the crisis of education, the crisis of its traditional forms, the exhaustion of the main pedagogical paradigm; 2). Understanding the ways and means of resolving this crisis. 3). The philosophy of education discusses the ultimate foundations of education and pedagogy: the place and meaning of education in culture, the understanding of a person and the ideal of education, the meaning and characteristics of pedagogical activity.
Scientific, theoretical and practical significance of the study is determined by the fact that the work theoretically comprehends the status and tasks of the modern philosophy of education, which is an important basis for analyzing the essence of modern education, its prospects and trends in the modernization of higher education. These positions can be the basis for designing educational activities and developing predictive scenarios in this area.
The results of the dissertation research can be used in the preparation of recommendations for the Ministry of Education Russian Federation in terms of the formation of educational policy directions and mechanisms for its implementation and evidence-based political decisions related to the modernization of education, as well as for the development of general courses and special courses on the problems of philosophy and sociology of education.
Approbation of work. The main provisions of the dissertation research were reported at the International Conference "Management Reforms in Higher Education: Trends, Problems and Experience" (Rostov-
13 on-Don, 2004), at the methodological seminar of graduate students, applicants and doctoral students of the Faculty of Sociology and Political Science of Rostov State University "Methodology of Social Cognition" (Rostov-on-Don, 2004, Issue 1, Rostov-on-Don, Issue 2, 2005).
Work structure. The dissertation consists of their introduction, two chapters of three paragraphs each, conclusion and bibliography in Russian and foreign languages. The total volume of the dissertation is 179 pages.
Education in the system of pedagogical and socio-philosophical ideas
There are several approaches to the analysis of the development of education. The first approach was based on the goal of education, which was formulated as a normative ideal of an educated person in society. This branch penetrates into all spheres of life, but is always built into the corresponding historical era. Karl Mannheim said that the goal of education is reflected not only by the era, but also by the country. Thus, the stages of development of education should be considered in accordance with the normative ideal.
Another approach suggests that the development of education is based on the type of culture. Supporters of this approach are Mead, Simon, Coombs (see 88.243; 139, 326; 92, 112). They argue that the development of civilization was marked by a change in dominant types, in accordance with which education is changing as a translator of culture. There are three types of culture: a) post-figurative (the culture of traditions, customs, everyday practices dominates, when the natural social environment acts as the subject of education. A person learns in the process of everyday work. Knowledge is not separated from the carrier) b) figurative type (the culture of traditions is inferior to a place for a culture of rational knowledge, norms, values, laws. Education becomes massive and divorced from the source of knowledge. The main task is to form a knowledgeable person. Our society is at this stage), c) prefigurative culture - post-industrial. The technology of knowledge production becomes the leading one. This culture is just assumed. The normative ideal is a person who generates knowledge, who is able to navigate independently in the flow of information, created in education and by means of education. In the future, we will call this idea "anthropological-pedagogical". In fact, the anthropological and pedagogical idea is already visible in the reflections of teachers ancient world. The teacher in those days meant more than now. It was not only a teacher of the subject, but also a “wise”, “knowledgeable” person.
Here and below, the first digit indicates the number of the source in the list of references, the second after the comma - the number of the cited page; numbers separated by semicolons indicate different sources. The most clear description of the anthropological and pedagogical idea belongs to J. Comenius, who wrote that all people need education in order to be people (see 1, 476).
After Comenius, Rousseau and Helvetius talk about the same thing, and then the anthropological-pedagogical idea becomes a common place in the pedagogical worldview. The second idea of educational discourse is the idea of the natural conformity of education. In accordance with it, pedagogical efforts should be mediated by knowledge of the nature of the student and the characteristics of his development. Even Montaigne wrote that it is difficult to transform what is invested in a person by nature itself, and also that it is necessary to take into account the character and individuality of the student. I. Pestalozzi formulates the idea of natural conformity of education in a detailed form. “The totality of the means of the art of education,” writes Pestalozzi, “used for the purposes of the natural development of the forces and inclinations of a person, implies, if not a clear knowledge, then, in any case, a living inner feeling of the path that nature itself follows, developing and shaping our forces. . This course of nature rests on the eternal, unchanging laws inherent in each of the human forces and in each of them associated with an irresistible desire for one's own development. The whole natural course of our development largely follows from these strivings” (ibid., p. 512).
The analysis shows that educators have always understood conformity to nature in two ways: on the one hand, as the patterns of change and development of a person identified in philosophy, later psychology, on the other hand, as such a natural plan in a person that justifies the nature and “logic” of education.
The third idea of educational discourse - stimulating the activity of the student in education - is directly related to the recognition of the personality of the latter. However, it was not until the beginning of our century that the requirement of student activity was set as a special goal of education (see 165, 316).
As the fourth idea of educational discourse, one can point to the idea of school, which, in turn, breaks down into a number of fundamental pedagogical ideas: school order or organization, discipline, goals of education, content of education, forms and methods of teaching (see 32).
The next idea of educational discourse can be considered the idea of pedagogical practice, which, in turn, breaks down into the ideas of pedagogical art, thinking and science (see 20, 43).
Finally, an important idea of educational discourse is understanding the relationship between education and upbringing. For many English-speaking authors, the concepts of "education" and "upbringing" are closely related. In this regard, it can be difficult to adequately translate into Russian the English “education” (“education”, “education”), since, as follows from the content of many books, for example, on the philosophy of education, the authors understand this term equally as problems personality education, character education, . preparing a person to participate in public life, education itself in our understanding, teaching a person knowledge and skills, professional training, training and a number of other aspects (see 1.236).
Philosophy and education
The relationship between philosophy and education concerns many problems, but two important theoretical aspects can be clearly distinguished among them. The first aspect is presented mainly by the philosophers themselves and can be formulated as a problem about the relationship of philosophy to the educational process.
Obviously, the problem posed in the title of this section
dissertation research, turns into a “multi-layered pie” and in this regard, the assumption of which aspect of these multilayered relationships explicates its most important facets seems to be very conditional. This is just a section of one of the theoretical aspects of the relationship between philosophy and education, since beyond this already multi-layered relationship there remains the question of in what terms education is explicated: as a system, as an organization and structure, as a social institution, as a sociocultural phenomenon, as social process. And even in this complication of the problem, which will explicitly give
its difficult to quantify multidimensionality, education as an object of analysis is divided into a number of “subobjects”: levels of education, types of education, types of education, forms of education (see Golota A.I. Philosophical aspects of education reform // Vestnik MEGU, M., 1997, No. 2, pp. 78-79).
The second aspect is. it is the attraction of certain points of view, arguments and concepts that can be called "philosophical" and which - in their own way functional purpose- are designed to substantiate (legitimize) certain elements of educational strategies or the structure of those in general. This function of philosophical statements
usually explained by the fact that it is philosophy that forms a number of limiting concepts (such as, for example, "man", "society", "education").
It is obvious that the multidimensionality of such justifications is also beyond doubt (see Denisevich M.N. Towards a new philosophy of humanitarian education // XXI century: the future of Russia and in the philosophical dimension. Ekaterinburg, 1999, p. 119).
Based on these concepts, an idea is built about the essence and goals of education, which, in turn, allows pedagogy, the psychology of education, etc., to develop ways and methods for achieving these goals. At the same time, this representation does not have to be explicitly expressed by a philosopher, but any system of education or its transformation is explicitly or implicitly produced on the basis of a certain kind of “philosophical” assumptions. The applied and organizational side, mainly of the first of these two aspects, is the nature and extent of the presence of philosophy within educational institutions and programs. Certain substantive moments of theoretical aspects influence these applied problems, but the latter are also determined by a number of other factors (see Refs. 65, 80).
These factors include in particular the factor of cultural self-identification and the role that philosophy plays in the list of those values that we classify as cultural heritage. In the latter case, we can talk about a “national” self-identification (for example, in German or French culture philosophy occupies a different position than in the American), and about involvement, for example, in " European culture as such, where philosophy, by the way, is a more fundamental element than, say, christian religion(insofar as the European culture perceives itself as the successor of the ancient culture). (see 57, 236).
The history of the relationship between philosophy and educational institutions in European culture, originating from the Pythagoreans, Sophists, Plato's Academy and Aristotle's Lyceum, is, of course, not homogeneous. It is known as the heyday when philosophy managed to integrate harmoniously into educational institutions (such, for example, the 13th century, when medieval “intellectuals”, such as Thomas Aquinas, acted in universities that were being formed throughout Europe, as well as the period of German classical philosophy) , and the era of decline, when living philosophical thinking left the institutions of education frozen in scholastic forms and social privileges, concentrating in narrow elite circles, the secluded silence of offices and even military tents (R. Descartes).
The philosophical type of rationality is, moreover, in rather complicated and historically changeable relations with other forms of human cognition and action, such as religion, science, and social and political practice. In this section of the dissertation, we will only touch on a number of points related to the philosophical aspects of education in the context of the current domestic situation, and also (in the second part of the article) we will try to explicate the very general ideas and motivations that de facto inspire reformist activity in Russia at the present time ( 35, 446).
By the "modern situation" we mean a democratic legal state oriented towards European liberal values, where political power is separated from the church, and social engineering and; managerial decisions have a rational type of legitimation.
Now philosophy is represented by coexisting heterogeneous trends, some of which (according to their systematic principles) have little in common with each other - including in relation to the traditional universalist claims of philosophy. These trends have their own fairly defined national-state and institutional arena, and, despite the view that has become widespread for some time now that these boundaries tend to be erased, only a very small number of philosophers in the world really have a deep knowledge of the problems of several trends, and such eclecticism clearly does not elicit sympathy from their more conservative counterparts.
Philosophy of education: origin, periodization and subject area
The term "Philosophy of Education" can often be found in the specialized literature relating to the field of education. It is known that in many countries, including our country, there are active searches for a way to bring education out of the crisis in which it found itself at the end of the 20th century. And so many of the experts suggest that one of the ways to bring education out of the crisis is to intensify research in the field of the philosophy of education (see 1; 213).
The term philosophy of education first appeared in the 19th century in Germany, and in Russia one of the first to use this term was Vasily Vasilyevich Rozanov, a philosopher, writer, teacher, who worked as a teacher in gymnasiums for 12 years. This is the first mention of this term in Russia. He speaks of the need to develop this term, since the philosophy of education will help to somehow comprehend, to imagine the general state of education and upbringing (see 191, 56). After V. Rozanov, we did not have active work on the philosophy of education. But in 1923, in Russia, a book was published by the philosopher and teacher, the SI theorist. Gessen (1870-1950) “Fundamentals of Pedagogy. Introduction to Applied Philosophy”, which is one of the best books of the last century on pedagogy. It comprehends the centuries-old experience of world pedagogy and the best traditions of Russia, analyzes the most important areas of pedagogical thought of the 20th century in Russia, Europe, and the USA, substantiates promising ideas of pedagogy (see 191). In this book, the author talks about the need to develop the philosophy of education and writes that even the most particular questions of pedagogy are fundamentally purely philosophical problems, and the struggle of various pedagogical currents is a reflection of the struggle of philosophical assumptions. That is SI. Hessen believed that any pedagogical problem has its roots in philosophy. To some extent, one can agree with this, since pedagogy itself became infected in the depths of philosophy. Since the philosophers of antiquity (Aristotle Confucius, Plato ...), and the philosophers of our time (Kant, Hegel) were closely involved in education as well. Moreover, I. Kant gave 4 lectures on pedagogy at the University of Koenigsber, and they were published in printed form (see Gessen SI. Fundamentals of Pedagogy: Introduction and Applied Philosophy. M., 1995).
After S. Hessen, the term philosophy of education disappears and appears in Russia in the 70-80s of the 20th century. Moreover, this term manifests itself at this time mainly in the context of criticism of the Western concept of the philosophy of education.
In the West, in the early 1920s, Dewey published a book: The Philosophy of Education. In the 1940s, a society on the philosophy of education was created at Columbia University in the USA. This society has set itself the following goals: - study of the philosophical issues of education; - establishing cooperation between philosophers and educators; - preparation training courses on the philosophy of education; - training of personnel in this direction; - philosophical examination of educational programs (see 88, 342).
Gradually, this society begins to fulfill its stated goals, a number of books are published, articles are published. Gradually, the philosophy of education takes shape as the curriculum is introduced to the universities of the USA and Canada, and then to them in other countries (see 98, 312).
In Russia, however, the problem of the philosophy of education returned only in the early 90s, moreover, due to the fact that UNESCO declared one of the priority tasks to develop the concept of the philosophy of education of the 21st century. Money was allocated for this program and Czech and Russian specialists took up it. And in 1992, the book "Philosophy of Education of the 21st Century" was published, which is a collection of articles from a symposium held on the results of this program. In 1993, a major conference was held in Russia on this topic, it was attended by specialists from different countries, including the USA and Canada. Only the listing of the titles of some of the reports submitted to this conference speaks of the scientific scale, interdisciplinarity and significance for education of the topics of this conference, for example, “Philosophy of education in Russia, the status of the problem of perspective”, “Pedagogical theory as a justification for pedagogical practice”, “Philosophy and Policies for the Development of Education in a Democratic Society”, “Education and Human Rights”, “The Rationale for Education in a Democratic Society”. At the end of the nineties, round tables on this topic were held in the journals Pedagogy and Questions of Philosophy (see 161, 342).
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control work, added 11/09/2008
Pedagogy is always closely connected with philosophy and draws from it the main methodological principles in solving specific pedagogical problems.
Philosophy of Education- a fundamentally new area of private scientific knowledge, which allows to fully and consistently reflect the general principles and patterns of the existence of education and its knowledge, comprehend its state, development trends and contradictions, its various aspects (systemic, procedural, value), compare the expected and the really possible.
The following main philosophical schools that determine the development of the theory and practice of education and upbringing:
▪ Idealism: the purpose of education is not to regulate the child, but to stimulate the process of his self-determination. The mind seeks contact with environment leading to discovery, analysis, synthesis, to the realization of the abilities of the brain through creative efforts, to growth and maturity. Idealists pay great importance learning laws, not content.
▪ Pragmatism: man does not know external world, but the patterns of its development. The process of cognition is limited by the personal experience of the individual. In this regard, the personal experience of the child is the basis of the educational process at school. This provision led to the destruction of the sequence and systematicity in teaching, to the denial of the task of mastering the system of knowledge by students.
▪ Neo-Thomism: the world is divided into sensual, material and otherworldly. The material world is the world of the lowest rank, it is dead, has no goals and essence. It is studied by science, using empirical methods. However, science is not capable of revealing the essence of the world, for this essence is determined by God. All secular theories of education and upbringing do justice to religion. Among a number of religious teachings that influenced the formation of America, the most influential was the Catholic trend of neo-Thomism, which opposes blind faith and recognizes reason.
▪ Modern rationalism: education is an art closely related to ethics. And, like other types of art, it must, as Aristotle pointed out, consciously achieve its goal. This goal should be clear to the teacher before he begins to teach. Educational activity is a complete waste if goals are not defined. To reconsider, re-evaluate the fundamental goals of human efforts is the main task of the theory of education.
▪ Existentialism. The philosophy of existentialism does not have a complete pedagogical theory, however, the followers of existentialism, guided by its leading provisions, create a fairly complete system pedagogical views. The main position on which the system of existentialism is built is "existence" - existence. Existentialist pedagogy denies the need for students to master the objective systematized knowledge presented in the programs. The value of knowledge is determined by its value to the individual. The teacher also cannot be guided by predetermined standards, requirements. When analyzing the pedagogy of existentialism in Russian literature, there is also a lack of teaching methods. The teacher is encouraged to provide children with a variety of situations and create conditions so that any child can meet these situations, guided by his unique "I".
The philosophy of education provides the most general guidelines for the development of the theory and methodology of education and pedagogy. This is a sphere that, together with evolution, provides for certain stable foundations that retain their significance at all stages of human development. Among the new modernization ideas today is the idea of human-centrism, which focuses on the development of a person's personality traits in order to increase the efficiency of his work in modern production. It is important to combine personal choice with the phenomenon of collectivist relations.
As a system of ideas interconnected with each other, the philosophy of education combines deep socio-economic relations, the policy of the state, its ideology and the social institutions corresponding to them, the public consciousness and culture of the people at this stage of its historical development. The most important task of the philosophy of education is to clarify the priorities in assessing the present state of society and in the process of predicting its future development. At present, when clarifying such priorities, the humanization and greening of education are increasingly called.
The philosophy of education is the methodological basis for the formation of the national dignity of a citizen of Ukraine, respect for the laws of the state, the political culture of the individual, social activity, initiative, purposefulness and responsibility, respect for the peoples of the whole world, peacefulness, morality, spirituality, professional ethics, as well as enriching one's knowledge with values world and national culture.
In the philosophy of education of the twentieth century. various concepts, any of which is difficult to give preference to:
‒ empirical-analytical philosophy of education (including critical rationalism);
- pedagogical anthropology;
- hermeneutic directions (phenomenological, existential, dialogic);
- critical-emancipatory;
- psychoanalytic;
- postmodernist;
- religious and theological directions.
Each of them focuses on certain aspects of pedagogical knowledge, pedagogical activity, and the educational system.
Philosophy from the very beginning of its origin to the present day has sought not only to comprehend the existing systems of education, but also to formulate new values and ideals of education. In this regard, we can recall the names of Plato, Aristotle, Augustine, J. Comenius, J. J. Rousseau, to whom humanity owes an awareness of the cultural and historical value of education. A whole period in the history of philosophical thought was even called the Enlightenment.
The identification of the philosophy of education as a special research area began only in the early 40s of the 20th century, when a society was created at Columbia University (USA), the purpose of which was to study the philosophical problems of education, establish fruitful cooperation between philosophers and theorists of pedagogy, and prepare educational courses in the philosophy of education in colleges and universities, personnel in this specialty, philosophical examination of educational programs, etc.
Empirical-analytical direction addresses, first of all, such issues as the structure of pedagogical knowledge, the status of pedagogical theory, the relationship of value judgments and statements about facts. In this tradition, the philosophy of education is at best identified with metatheory, and pedagogical knowledge is seen as a modification of sociological knowledge. Education is considered as a sphere of social life, while a person is determined mainly depending on the goals and processes of this sphere.
The next direction to Western philosophy education is collectively referred to as existential-hermeneutic and most constructively presented pedagogical anthropology(Otto Friedrich Bolnov, G. Roth, M. Langevild, etc.), which was formed mainly in Germany in the late 50s of the twentieth century.
Pedagogical anthropology can be analyzed in three main aspects:
1) an independent branch of the science of education; integrative science, summarizing various knowledge about a person in the aspect of education and training; holistic and systematic knowledge about a person as a subject and object of education, that is, about a person being brought up and educating;
2) the foundation of pedagogical theory and practice, the methodological core of pedagogical sciences, which focuses on the development and application of the anthropological approach (correlation of knowledge about educational phenomena and processes with knowledge about human nature;
3) direction in humanitarian research, which took shape in Western Europe in the middle of the twentieth century. based on the synthesis of theoretical-pedagogical, philosophical-anthropological and human knowledge.
In modern pedagogical anthropology, hermeneutics and existentialism, the task of the philosophy of education is seen in revealing the meaning of education, in the formation of a new image of a person, adequate to his existence.
Education concepts - these are, in a broad sense, philosophical approaches that are the basis for choosing the tasks and values of education and upbringing, the content of education.
1. dogmatic realism: the task of an educational institution is to educate a rational person with a developed intellect, to provide him with knowledge of immutable facts and eternal principles; teachers' explanations are built according to the Socratic method, explicitly convey traditional values; the curriculum is built classically - literature analysis, all subjects are required.
2. Academic rationalism: the task is to promote the intellectual growth of the individual, to develop his competence; ideal - a citizen capable of joint work in order to achieve social efficiency; the main attention is paid to mastering the fundamental concepts and principles of academic subjects; the teacher seeks to give deep, fundamental knowledge; there is a selection of those who are able and those who are not able to learn them.
3. Progressive pragmatism: the task is to improve the democratic foundations of social life; social ideal - a person capable of self-realization; the curriculum is focused on the interests of the trainees, answers real life questions, including interdisciplinary knowledge; the focus is on active and interesting learning; it is believed that knowledge contributes to the improvement and development of the individual, that the learning process takes place not only in the classroom, but also in life; there are optional subjects, humanistic teaching methods, alternative and free education.
4. Social Reconstructionism: the goal is the improvement and transformation of society, education for transformations and social reforms; the task is to teach such skills and knowledge that would make it possible to identify the problems that society suffers from and solve them; active learning is aimed at modern and future society; the teacher acts as an agent of social reforms and changes, as a project manager and research leader, helps students to comprehend the problems that confront humanity; in the curriculum, much attention is paid to social sciences and methods of social research, trends in modern and future development, national and international issues; they strive to embody the ideals of equality and cultural pluralism in the learning process.
In a narrow sense, the philosophical concepts of education are a system of views on the content and duration of the basic academic disciplines in secondary educational institutions (for example, the concept of continuous historical education, the concept of continuous environmental education, the concept of biological education, the concept of chemistry education, etc.).
In the 90s of the twentieth century, the term "paradigm" acquired a certain pedagogical meaning as an established approach, a certain standard, a model for solving educational and research problems. Pedagogical paradigm - this is a standard set of pedagogical attitudes and stereotypes, values, technical means characteristic of members of a particular society, ensuring the integrity of activities, priority concentration on only a few goals, tasks, directions.
In pedagogical practice, the following paradigms are most common:
‒ paradigm of knowledge, skills, in which the key characteristics of the teacher are: knowledge of the subject, teaching methods, the ability to transfer practical skills and objectively evaluate students;
‒ cognitive paradigm of developmental learning in which the main goal of education is the development of scientific-theoretical (abstract-logical) thinking in the course of training at a high level of task complexity;
‒ humanistic paradigm, according to which the goal of the teacher is not formation, but support, not development, but assistance; successful learning is based on the internal motivation of the student, and not on coercion;
‒ pragmatic paradigm, according to which only that education and upbringing is productive, which provides opportunities to receive material or social and status benefits in the future life; in fact, cognitive, aesthetic and other higher needs in stereotypes public consciousness are perceived as not prestigious;
‒ paradigm of objective meaning contains at its core an unbiased view of things and the wisest traditions of "folk pedagogy"; the leading in the pedagogical process is education, and training and development are considered only its components.
The paradigm change in the goals of education determines a new understanding of the role of the teacher, his functions, abilities and goals, which provide for competence and mastery, that is, personal and professional qualities, the productivity of the educational process, becomes a means, basis and result of intersubject interaction.
When forming paradigm models of education, the following are used: approaches :
▪ synergistic, which is a scientific direction of the theory of self-organization. This paradigm combines knowledge about nature and man, the functioning of complex systems, a new picture of the world;
▪ competency-based an approach that determines the focus of the educational process on the formation and development of key (basic, basic) and subject competencies of the individual;
▪ acmeological an approach that determines the orientation of the individual to the disclosure of all its potentialities and the achievement of the heights of professional excellence. The object of acmeology is a mature personality, which progressively develops and self-realizes mainly in professional achievements. The subject of acmeology is the processes, psychological mechanisms, conditions and factors that contribute to the progressive development of a mature personality and its high professional achievements;
▪ interactive an approach based on the principles of humanization, democratization, differentiation and individualization. Interactive learning is a socially motivated partnership, the focus of which is not the teaching process, but the organized creative cooperation of equal partners. Such subject-subject interaction makes it possible to use the principles of androgogy, the development of a positive professional "I-concept".
Interactive learning involves simulation life situations, the use of methods that make it possible to create situations of success, risk, doubt, inconsistency, empathy, analysis and self-assessment of one's actions, joint problem solving.
Andragogy is a theory of adult learning in accordance with the law of the growth of educational needs. Its basis is the idea not of intervention, but of stimulating the internal forces (motivation) of an adult to self-learning. characteristic features andragogy are:
- the principle of objective and subjective novelty;
- problem-situational organization of training;
- taking into account individual needs and individual experience;
- the transformation of learning into a way to meet needs;
- joint activities in the learning process;
- stimulating the need for individual counseling;
- organization of independent creative search for solutions to problems;
- taking into account age-related characteristics of perception, memory, analytical abilities.
The basis of the modern philosophy of education is the section axiology of education . Axiology (Greek axios - valuable) is a philosophical doctrine of values. Values perform the function of long-term life strategic goals and the main motives of life. Now in society and, accordingly, in education, there is mainly a pragmatic approach that determines the significance of knowledge only by its practical, material, quantitative indicators. However, at the present time, the value orientation of society towards the quality indicators of life has begun to be really indicated: health, family, possession of free time, the availability of opportunities for engaging in meaningful creative work, receiving as a reward for one’s work not only money, but respect and recognition.
Having placed such a modern value orientation of society as the basis of education, it is necessary, in our opinion, to make the following changes in the educational process:
1) include the concept of "value" in the group of philosophical categories of the conceptual and terminological system of education;
2) to adjust the content of the programs of various subjects of the humanities and especially the natural sciences (physics, chemistry, biology) cycles with the mandatory introduction of the “Value Characteristics” section, which should deal with the importance of science at all levels of the hierarchical ladder of values, and not just at the initial one, material level.
The use of the provisions of the theory of values in the modern philosophy of education will contribute to a deeper alignment of learning goals with the needs of society in the 21st century.
In fact, modern philosophy education should not take on the interpretation of global problems of educational reality (while having an all-encompassing character), but choose some angles and sections that refract all this in culture, social life, consciousness, i.e. it should represent not a global, but rather a private , but definitely philosophical view for education.
The philosophy of education as a set of value-based ideas about educational theory, policy and practice ensures the integrity of vision and problem solving in education. This means that, unlike philosophy itself, the philosophy of education, being an already established independent scientific area within pedagogical knowledge, should be in support of the methodology of pedagogy, pedagogical theory and, as a result, real educational practice, and assume the mutual reinforcement of various philosophical approaches, aimed at solving educational problems; their mutual complementarity, and not the absolutization of differences.
Previously, the main goal of education was presented as twofold: the formation of a personality and a specialist. Today, the study of these issues within the framework of the philosophy of education leads to the fact that a person who is able to take responsibility for his actions, a person who can communicate in a multipolar culture, who will build himself, in a certain sense, comes to the fore.
If in traditional pedagogy the main content of education is knowledge and scientific subjects, then in modern conditions it is necessary to move on to other units of the content of the educational process: to teach methods, approaches, ways, paradigms. This requires the introduction of innovative learning technologies that contribute to the development of creative activity and independence.
In the educational programs of the 21st century, a prominent place belongs to the general cultural training of young people. The expansion of the cultural aspects of the subjects of the humanitarian and natural-technical cycles is carried out when studying the issues of using the achievements of science, technology, and industry by a person in meeting the material and spiritual needs of society. Ecological training is justifiably deepened by including human ecology and anthropology issues in the curricula and programs and using the didactic possibilities of the subjects of the humanitarian cycle. At its core, this is an integrated approach based on a holistic perception of the unity of man and the environment.
Using the classical didactics of the school, it is necessary to take into account the specifics of a higher educational institution, which needs its own specific theory of learning. In this regard, it is necessary to take into account the purpose and objectives of the construction, functioning and development of the educational process and in general the problems of didactics of higher education, namely:
- determination of the place of study and qualification levels of graduates, based on the envisaged development of science and technology;
- taking into account the mass nature of higher education and the scientific training of specialists, the reflection in the educational process of the growing role of science in the development of society and material production;
- consistent implementation in the educational process of perfect methods and means of training, allowing to improve the quality and efficiency;
- the transition of education to a higher level of intellectual and creative development of students;
- ensuring the continuity of the learning process, the consistent formation of professional competencies;
- development of rational ways to control the quality of knowledge acquisition;
- individualization, differentiation of professional and scientific training of specialists;
- humanization, humanitarization of the content of education;
‒ processes of integration of higher education in Ukraine and Europe.
Philosophically comprehending the purpose and objectives of the construction, functioning and development of the educational process, it is necessary to make the most of the concepts, paradigms, and approaches developed in the philosophy of education that allow us to consider education as a blessing, as a mechanism for socialization, maintaining the social structure and mentality in conditions of constant social transformations, under the influence of globalization. and taking into account the postmodern situation in all areas.
