The spiritual and moral dimension of education as a prerequisite for the formation of subjectivity
DOI:
https://doi.org/10.31874/2309-1606-2026-32-1-12Keywords:
spiritual and moral dimension of education, subjectivity, philosophy of education, values, autonomy, reflection, responsibilityAbstract
Relevance. The article addresses the problem of the spiritual and moral dimension of education in the context of contemporary socio-cultural transformations characterized by the growing dominance of instrumental rationality, digitalization, and the standardization of educational processes. Under these conditions, education is increasingly reduced to a mechanism for knowledge transmission and competence formation, which leads to the weakening of its value-meaning dimension and raises the question of the possibility of the individual’s development as a subject. The purpose of the article is to provide a philosophical and anthropological interpretation of the spiritual and moral dimension of education as a condition for the constitution of subjectivity, as well as to determine its role in integrating the cognitive, axiological, and social dimensions of human development. The methodological framework of the study is based on the philosophical-anthropological approach, complemented by hermeneutic, phenomenological, and axiological approaches, which allow education to be considered as a space for the interpretation of experience, the experiencing of values, and the formation of moral self-awareness. Elements of discourse analysis are also employed to identify the features of contemporary academic and educational discourse regarding the relationship between knowledge, values, and subjectivity. The scientific novelty of the study lies in interpreting the spiritual and moral dimension of education as an ontological condition for the constitution of subjectivity rather than as an auxiliary component of the educational process. For the first time, it is conceptualized as a meaning-generating space in which the integration of different dimensions of human development takes place and where the capacity for self-determination, reflection, and responsible participation in social life is formed. Conclusion. The practical significance of the study lies in the possibility of applying its results to the conceptualization of contemporary educational approaches oriented toward the development of subjectivity, as well as to the improvement of educational programs in line with the humanistic orientation of education.
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