Education philosophy in the context of anthropological measurement of history of philosophy

Volume 3, Number 4, 2018, P. 49–59

[ PEDAGOGICAL SCIENCES ]

Article (file: pdf, size: 204 KB, downloads: 575)

Abstract:

During history the western university evolved from theological model through a Kantian- Humboldt model to corporate – entirely in line with monotopical hermeneutics. «Shortcomings» the university Kantian- Humboldt are seen (the academic freedom, support of scientific research and prominent scientists, the organization of science and training, aiming at concrete area of knowledge, emphasis on humanitarian knowledge as understanding). Information society, requirements of business and technetronic progress, demanded improvement of an education system. The university became corporate, interconnected with control of production and distribution of knowledge through Nano-bio-info-cognitive revolution. The innovative projects directed to restructuring and an intensification of training transform skilled training from the descriptive term relating to training in the human relations to the conceptual lexicon used in different contexts for an explanation and justification of pedagogical behavior both at school, and in higher education institution. The concept of the advancing education defines knowledge, abilities which people of the 21st century, but also qualities of experts, for adaptation in the rapidly changing world have to possess at the solution earlier not of the known problems. Integration of educational space, with its values, the ideas, dominants promotes definition of the place of a civilization the level of development of intelligence, culture, creative abilities of the person, transfer of a priority with «to learn» — on «to bring up», with «to learn» — on «to learn to study». It is promoted by the online universities, remote education, the websites of training courses, multimedia lessons, the external studies, etc. Implementation of the program of transformation of corporations into the universities demanded essentially new philosophy of education and pedagogics. The initiative of transformations is stimulated with formation of uniform global space (the world village) of life of the people and also integrative trends, as on levels of the theory and practice, and educational policy. The top trend of development of education in the course of globalization is expressed in its integration into the world market of services. Fight for the consumer of educational service happens in transnational cultural space now.

Keywords:

education philosophy, innovative methods, the advancing education, educational space, distantny education, the university and corporation

Author:

Колесников Анатолий Сергеевич, Институт философии, Санкт-Петербургский государственный университет, г. Санкт-Петербург, Российская федерация

For citation:

Kolesnikov A. S. Education philosophy in the context of anthropological measurement of history of philosophy//Social competence (In Russian).

References:

  1. Rozin V.M. Predmet I status filosofii obrazovaniya [Subject and status of philosophy of education]// Filosofiya obrazovaniya: Sb. Nauchn. Statei -. Compendium science articles / Otv. edition A.N. Kochergin. – M.: New Millennium fund, 1996. Page 13. (In Russian).
  2. Sokolova I.I., Kolesnikov A.S. Sovremennaiya zarubegnaiya pedagogika I filosofiya obrazovaniya [Sokolova I.I., Kolesnikov A. S. Modern foreign comparative pedagogics and philosophy of education. SPb.: Military Academy of Communication, 2016] (In Russian).
  3. Talalova L.N. Integracionnie processi v obrazovanii: context protivorechii. [Talalova L.N. Integration processes in education: context of contradictions. M, RUDN, 2003. Page 11].
  4. Alexander, R. (2000) Culture and pedagogy: international comparisons in primary education (Oxford, Blackwell).
  5. Blake, N., Smeyers, P., Smith, R., and Standish, P., (eds.), 2003, The Blackwell Guide to the Philosophy of Education, Oxford: Blackwell.
  6. Carr, D., 2003, Making Sense of Education: An Introduction to the Philosophy and Theory of Education and Teaching, London: Routledge Falmer.
  7. Chambliss, J., 1996, “History of Philosophy of Education”, in Philosophy of Education: An Encyclopedia, J. Chambliss (ed.), New York: Garland, pp.461-72.
  8. Comparative Education, 2000, 36 (3).
  9. Curren, R., (ed.), 2003, Companion to Philosophy of Education, Oxford: Blackwell.
  10. Curren, R., (ed.), 2007, Philosophy of Education: An Anthology, Oxford: Blackwell.
  11. Flower, J. (1996). The five fundamentals of dealing with change. // Physician Executive, 22(8), 37.
  12. Hufton, N. & Elliott, J. G. (2000) Motivation to learn: the pedagogical nexus in the Russian school: some implications for transnational research and policy borrowing // Educational Studies, 26, 115–136.
  13. Gifford, M., Phillips, K., & Ogle, M. (2000). Five-year charter school study (Arizona Education Analysis).
  14. Inglehart, R. & Welzel, C. (2005) Modernization, cultural change and democracy: the human development sequence. Cambridge, Cambridge University Press.
  15. Lange, C., Lehr, C., Seppanen, P., &Sinclair, M. (1998). Minnesota charter schoolsevaluation: Final report. Center for Applied Research and Educational Improvement, College of Education and Human Development, University of Minnesota.
  16. Lubienski Christopher. Innovation in Education Markets: Theory and Evidence on the Impact of Competition and Choice in Charter Schools //American Educational Research Journal Summer 2003, Vol. 40, No. 2, p. 414-415.
  17. Maranto R., Milliman S., Hess F. & Gresham A. (Eds.) (1999) School choice in the real world: Lessons from Arizona charter schools.
  18. Boulder, CO: Westview Press Methods in philosophy of education / edited by Frieda Heyting, Dieter Lenzen, and John White. London; New York: Routledge, 2001. xii, 185 p.
  19. Murphy, M., (ed.), 2006, The History and Philosophy of Education: Voices of Educational Pioneers, New Jersey: Pearson.
  20. Parker, S. (1997). Reflective teaching in the postmodern world. Buckingham: Open University Press.
  21. Philosophy of education: major themes in the analytic tradition / edited by Paul H. Hirst and Patricia White. London; New York: Routledge, 1998. 4 v. v. 1. Philosophy and education — v. 2. Education and human being — v. 3. Society and education — v. 4. Problems of educational content and practices.
  22. Phoenix, A.Z: Center for Market-Based Education, Goldwater Institute. 2000.
  23. Rorty, A., (ed.), 1998, Philosophers on Education: New Historical Perspectives, New York: Routledge.
  24. Senge, P. M., Kleiner, A., Roberts, C., Ross, R. B., and Smith, B. J. (1994). The fifth discipline field book: Strategies