The Place of “Human Nature” in Educational Practices
The article based on complex social systems theory and philosophy of consciousness (M. Mamardashvili, A. Piatigorski) is presented an attempt to construct a general model of
educational practice. From this point of view an educational practice is defined as an event of “improvement” of “epistemic imperfection” in forms, which are determined by socio-cultural context and philosophical anthropology portraits of actors, wherein “acceptance” of this event for the recipient, along with a call for educational practice itself are based on some source of authority. An image of human nature (philosophical anthropology portrait) is believed to be one of the structural elements of the model, although its functional weight appears to be codependent on the specific situation of others elements of general disposition. Apart from it, the attention is given to discoursive dependance of each attempt that aims to construct a general model of educational practice. In other words, pre-given philosophical anthropology portrait proceeds to each attempt of this kind. It manifests itself among others things in established categories of our vocabulary and in linguistic structures of natural language. In spite of such dependence the article provides the arguments for potential fruitfulness of the attempts that aim to construct a general model of educational practice.
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