The Socio-Cultural Globalization, the Transformation of Scientific Knowledge and the Postmodern Paradigm in the Social Philosophy of Education
Keywords:postmodern philosophy, the concept of post-non-classical education, social philosophy of education, network structure, communications, «global village», «global embraces», uniform communicative commonwealth, self-organizing theories, postmodern education, the hypertext, synergetic- communicative-dialogical education, interdisciplinary discourses
The philosophical analysis of education should be coordinated with modern welfare processes of public, state and global character and their reflection on sphere of modern society.
The 19th century has carried away old vital reference points, old naturalistic, metaphysical and subjectivistic installations of philosophy. It has given a creative impulse to liberation of
philosophical thought and development of new directions outside of classical philosophy. At the present stage the new philosophical and world outlook bases are necessary for education. The philosophical concept of post-non-classical education, its nonlinear explications and existence and development laws shows the analysis, that, for today only is still formed both in domestic, and in foreign philosophical and pedagogical tradition. Existing separate fragments of the future concept demand the synthesis, the integrators which would generalize available operating time in philosophical, social, pedagogical, natural-science, sociological, psychological doctrines, since an extreme antiquity and on present time. First of all, research should concern evolutionary representations of an education phenomenon as the dynamic phenomenon round concepts of dynamic instability, dynamic balance and dynamic development. And the analysis of the specified processes from a philosophical explication is necessary. Such integration of knowledge and approaches should be carried out, first of all, by philosophy (focused on a context of social development by education philosophy — social philosophy of education) at a level of ontological and methodological representations and concepts.
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