https://philosopheducation.com/index.php/philed/issue/feed Filosofiya osvity. Philosophy of Education 2023-07-21T16:01:59+03:00 Mykhailo BOICHENKO (Михайло БОЙЧЕНКО) fil.ed@ihed.org.ua Open Journal Systems <p>"<strong>Filosofiya osvity. Philosophy of Education</strong> "is a scientific journal published by the Institute of Higher Education of the National Academy of Pedagogical Sciences of Ukraine in cooperation with the Ukrainian Society of Philosophy of Education. "Philosophy of Education "is a peer-reviewed journal with open access, which focuses on paradigmatic, theoretical, methodological and conceptual issues of the philosophy of education. "Philosophy of Education "publishes articles presenting a wide range of philosophical and educational issues, paying attention to educational issues in the context of globalization, the&nbsp;information revolution, transit society, which is Ukraine. He deduces contemporary research on understanding the strategies of reforming education in the 21st century from the standpoint of different methodologies and philosophical approaches. The magazine published the first translations into Ukrainian of works (M.Gorkheimer, J.Gabermas, P.Slotterdijk) and original articles, an appeal to readers, interviews with well-known contemporary philosophers, sociologists and educators, such as W. McBride, P. MсLaren E. Laszlo, P. Sztompka, S. Shtobrin, J. Bishop, J. Gore, Jan de Groof, M. Peters, F. Fukuyama, M. Burawoy, Jin Wann Park. The journal forms the space of philosophical discourse&nbsp;is the center of the Ukrainian Society of Philosophy of Education&nbsp;and also develops contacts with scientific communities of other countries. The composition of the editorial board is represented by researchers from Ukraine, Moldova, Russia, Poland, Greece, the United States and Croatia. Its activities include not only the publication of the journal, but also the holding of scientific conferences, methodological seminars, roundtables on topical issues of education, popularization,&nbsp;and implementation of research ideas and developments in educational practice, which is reflected in the issues of the journal. The authors' articles in the magazine, as well as access to the magazine archive, are free.</p> https://philosopheducation.com/index.php/philed/article/view/774 Serhii Kurbatov is a talented, bright and warm person 2023-07-21T15:07:28+03:00 Editorial fil.ed@ihed.org.ua <p>Memories of Serhii Kurbatov by <em>Vasyl Kremen, Li Bennich-Björkman, Mariia Rohozha, Lesia Chervona, Mykhailo Boichenko</em></p> 2023-07-21T00:00:00+03:00 Copyright (c) 2023 https://philosopheducation.com/index.php/philed/article/view/773 Review of «Philosophy of Education. Lectures. Practicum: Educational Edition» by Svitlana Cherepanova 2023-07-21T14:58:22+03:00 Nataliia Radionova radionova_natali@i.ua <p>Review of the educational edition by Svitlana Oleksandrivna Cherepanova, Doctor of Philosophical Sciences, Associate Professor of the Department of Philosophy and Pedagogy, Lviv National Stepan Gzhytsky University of Veterinary Medicine and Biotechnology. – Philosophy of Education. Lectures. Practicum: Educational Edition / For masters of the specialty 011 «Educational Pedagogical Sciences». Lviv: Prostir-M, 2023, 304 p.</p> 2023-07-21T00:00:00+03:00 Copyright (c) 2023 https://philosopheducation.com/index.php/philed/article/view/756 Philosophical Foundations of Collective Responsibility on the Example of the Activities of the European Court of Human Rights 2023-07-20T13:54:52+03:00 Serghiy Zayets s.zayetz@gmail.com <p>The scale of the consequences caused by Russia’s aggression against Ukraine inevitably leads to reflections on the collective responsibility of Russian citizens. The philosophical justification of collective responsibility is still problematic. The main issues under debate are the possibility of the existence of collective social agents and collective guilt as a basis for imposing responsibility. This article proposes to look at the activities of the European Court of Human Rights as a practice of collective responsibility in international law. The activities of the European Court of Human Rights can serve as a practical benchmark for assessing certain theoretical positions. Important historical experience is provided by the practice of holding the international military tribunal in Nuremberg (Germany, November 20, 1945 – October 1, 1946), which had the status of an international court over the military and political leadership of Nazi Germany – known as the Nuremberg Trials. With this practical example of collective responsibility in mind, the study proposes to conduct a selective reverse review of the philosophical views of Hannah Arendt and Karl Jaspers. The study demonstrates that although the reflections of these philosophers were not without certain flaws, Arendt and Jaspers, focusing mainly on different aspects, were able to offer a generally sound justification for collective responsibility. Their proposed justification can serve as a foundation for further developments in this area. The practical significance of this conclusion is that it may give impetus to the development of new legal mechanisms of collective responsibility of the Russians for the consequences of their unjustified aggression against Ukraine. Such collective responsibility has not only legal, but also moral and political dimensions, and is also a component of the so-called social «educational process» (Lernprozess).</p> 2023-07-21T00:00:00+03:00 Copyright (c) 2023 https://philosopheducation.com/index.php/philed/article/view/757 Whether «philosophy after Bucha» is possible: philosophical and theological considerations 2023-07-20T14:21:50+03:00 Volodymyr Volkovskyi dinginnalu@gmail.com Roman Samchuk samchuk_r@ukr.net <p>The article analyses the problem of the current state of philosophy in the context of Russian aggression against Ukraine. It is argued that contemporary philosophers are faced with the question: «How is philosophy possible after Bucha?». It is argued that, on the one hand, this questioning and situation is in many ways similar to similar discourses on «philosophy after Auschwitz» and «philosophy after the Gulag», and on the other hand, it shows a number of ideological and moral flaws in modern society and politics that made this question possible. Another consequence is the failure to learn the lessons of history, which leads to the emergence and growth of new totalitarian leaders who are ready to start wars to achieve their goals, which in the future threaten to escalate to the level of a new World War or the use of nuclear arsenals. Thus, there are grounds to state that not only international organisations such as the UN and the Red Cross are unable to resist authoritarianism and totalitarianism, but also that the worldview and value positions on which their activities are based are ineffective.</p> <p>Particular attention is paid to the theological aspects of this problem, the peculiarities of its formulation and solution by contemporary theologians. The authors analyse the criticism by Ukrainian intellectuals-philosophers of the prejudices of the Western philosophical establishment, touch upon the doctrine of the «Russian world» as a civil religion with its corresponding dogmas, and finally offer some philosophical conclusions that, in the authors’ opinion, formulate, if not new imperatives, as they somewhat pretentiously call them, then at least new significant accents that Ukraine brings to the world philosophical sphere. Thus, Ukrainian scholars of the social sciences and humanities face a crucial task, not just to reflect or comprehend the reality of life «under the bombs», but to formulate new imperatives that can become the basis for a new post-war philosophy, politics and culture.</p> <p> </p> <p><em><strong>This project has received funding through the </strong></em><strong>MSCA4Ukraine</strong><em><strong> project, which is funded by the European Union.</strong></em></p> 2023-07-21T00:00:00+03:00 Copyright (c) 2023 https://philosopheducation.com/index.php/philed/article/view/758 Civil discourse as a source of social consensus: significance in wartime 2023-07-20T14:49:33+03:00 Natalia Fialko fialo4ka.tasha@gmail.com <p>Peculiarities of civil discourse as a source and method of establishing social consensus are considered. The purpose of this article is to show the potential of civil discourse as a basis for obtaining a stable public consensus. The differences of civil discourse as oriented to a pragmatic result, in contrast to philosophical discourse as oriented to the search for truth for its own sake and rhetorical discourse as oriented to victory in a debate over an opponent at any cost within the rules of rhetoric, are clarified. The mutual conditionality of the development of the democratic culture of society and the unceasing deployment of open and free public discourse is emphasized. It was found that public discourse arises as an attempt to establish understanding between representatives of local discourses within individual social communities. Thus, social consensus emerges as a overlapping consensus between individual social communities of a certain society. Such public consensus appears as the next, higher level of legitimation that can be gained in open discourse. The importance of illegitimate coercion has been rethought: violence that destroys morality cannot be accepted under any circumstances, but attempts to temporarily limit the effect of morality in emergency situations (in particular, in conditions of war) can become the subject of civil discourse in order to reach a public consensus on the necessity and moral justification of armed resistance to aggression. Civil discourse is even more in demand in the space of global civil society, in particular, to achieve international consensus on the need to ensure the military defeat of the aggressor country. Another direction of the application of civil discourse is the determination of tasks and ways of post-war reconstruction of the victim country and post-war punishment and atonement for the crimes committed by the aggressor state.</p> 2023-07-21T00:00:00+03:00 Copyright (c) 2023 https://philosopheducation.com/index.php/philed/article/view/759 The Benefits of Community Building and Participatory Leadership in an Interdisciplinary Virtual Professional Learning Community in Higher Education during COVID-19 and Post-Pandemic Times 2023-07-20T16:02:52+03:00 Tatiana Andrienko-Genin tandriienko-genin@westcliff.edu Jodi Consten jodiconsten@westcliff.edu Jennifer Money jennifermoney@westcliff.edu Mary Broding marybroding@westcliff.edu Lara Dorman laradorman@westcliff.edu Stephen Shepard s.shepard@westcliff.edu Omid Mousavi omidmousavi@westcliff.edu <p>The transition of educational institutions to remote learning during and in the aftermath of the COVID-19 pandemic breathed new life into Professional Learning Communities (PLCs). For full-time and adjunct faculty who were struggling with unexpected technology issues and social isolation, PLCs became platforms for building social and professional ties, further learning, and problem-solving. An extensive number of specialized studies have outlined the definition of PLCs as an umbrella term encompassing an array of collaborative efforts in education united by the distinctive features that include (1) engaging in ongoing collaborative activities to identify and work towards common goals, (2) co-constructing, sharing, and disseminating knowledge, and (3) sharing and reflecting on individual practices. Despite an impressive history of research on PLCs, certain fields remained understudied, in particular, opportunities of fostering university’s goals and major relevant concepts via PLC, inclusive participatory leadership, emotional interaction, and collaboration in interdisciplinary PLCs. This exploratory qualitative study demonstrates the benefits of an interdisciplinary virtual PLC, as exemplified by the PLCs implemented at Westcliff University in Irvine, California, USA, based on case study, self-reflection, observation, unstructured interviews, and analyzing university statistics. The study has uncovered numerous benefits of an interdisciplinary virtual PLC in a higher educational institution, applicable both to an emergency (COVID) situation and to a regular mode of work after the pandemic, including knowledge-sharing, disseminating, and constructing new knowledge; building skills and educational practices through the sharing of instructional strategies and dissemination of the new technologies; enhanced professional growth, especially for the less experienced instructors; relation-building and creating a trusting and positive emotional atmosphere, as well as a platform for participatory inclusive leadership. Analysis of the university statistics confirms the improvement of students’ learning outcomes after their respective professors had participated in the PLC. The recommendations based on the discussed experiences and driven conclusions are provided to help educators and universities benefit fully from the implementation of a PLC in their institutions.</p> 2023-07-21T00:00:00+03:00 Copyright (c) 2023 https://philosopheducation.com/index.php/philed/article/view/760 Information technologies in the education of contemporary China: reality and opportunities 2023-07-20T22:31:38+03:00 Sun Wei sunwei339@163.com <p>With the rapid development of modern information technologies, their integration into all areas of education is accelerating, which contributes to the penetration of innovations into the education space. The author emphasizes that the design of many educational technologies was focused on the goals of education and included a sufficient number of educational concepts and elements. However, if teachers blindly adhere to the traditional concept of “technology is only a tool”, then this creates a sense of superiority of their own status and a narrow understanding of the value of technology.</p> <p>The author relies in his research on the latest achievements in the field of not only high technologies that are used in education, but also on psychological and social research on the impact of the latter both on education and on a person. The author proposes to perceive technologies in the context of a new culture, and shows possible ways of their more adequate use. Working with artificial technological objects is not only the acceptance of an artificial object, but also the adoption of a technical culture, which indicates a new cultural relationship between people and technology, and vice versa. On the basis of analyzing the phenomenon and essence of contemporary information technology, the author of this article tries to find out the problems existing in the application of contemporary information technology in education through a questionnaire survey, and reflects on the influence of technology on teachers and students in the education system.</p> <p>The answers of the survey participants made it possible to present a picture of the use of information technologies in education as a holistic and complex process. The analysis of the results obtained, as well as everyday practical training in the skills of using high technologies, enabled the author to establish that the influence of information technologies on education is complex, this is a new stage in the development of education as a whole, which allows us to characterize the process of their use as a holistic system. The influence of technology has completely changed all structures and all participants in education. The results of the survey also made it possible to identify a number of problems that indicate shortcomings in the modern space of education, the didactic nature of learning in the sense of conveying and receiving information in new conditions (we are talking not only about digitalization as a process, but also about changes aimed at transforming teaching methodology).</p> 2023-07-21T00:00:00+03:00 Copyright (c) 2023 https://philosopheducation.com/index.php/philed/article/view/761 Fred Fiedler’s contingency model revisited: 30 years later 2023-07-20T22:58:09+03:00 Lester C. Reams lreams@msmu.edu <p>A historical review was conducted on Fred Fiedler’s Contingency Model to determine how this model has been used over the past 30 years since 1980. Fred Fiedler’s Contingency Model was created in 1967 to move the field of organizational research from analyzing traits and personal characteristics of leaders to assessing leadership styles and behaviors. The premise of the model is that the individual’s leadership style is the result of their life experiences, making it a fixed characteristic that is extremely difficult to change. Over the years, this model has been used with the aim of improving its validity and reliability in a multitude of national and international organizational settings. The article begins with a brief review of Fiedler’s background, progresses with a detailed description of Fiedler’s Contingency Model, and chronicles Fiedler’s Contingency Model’s use in the past and the present from 1980 to 2022. As a result, two major implications were found. The first implication was that the frequent use of the model had strengthened its validity and reliability, where it was one of the models that were readily used in studies focused on organizational leadership. The second implication was that the findings from these studies were used to address leadership problems that the organization needed to resolve. Based on these implications, it is safe to conclude that this model will continue to be used in future studies, where it will be fascinating to see how the results from Fiedler’s Contingency Model will benefit the organizations moving forward. Challenges facing many workplaces is the issue where supervisors’ leadership style may not fit specific work situation which leads to conflict with their employees. Fiedler’s Contingency Model provides a tool that can be used to identify and place supervisors in the best work situation where the supervisors’ leadership style can be the most effective.</p> 2023-07-21T00:00:00+03:00 Copyright (c) 2023 https://philosopheducation.com/index.php/philed/article/view/762 Philosophy of Engineering and Design Technological Actions: Rationality, Argumentation, Modelling 2023-07-20T23:43:44+03:00 Anna Laktionova laktionovaanna@yahoo.com <p>Philosophy of Engineering and Design (Technological) Actions is seen within the context of philosophical reflections about rationalizing, argumentation, modelling as specific particularities of scientific research actions (in fundamental natural sciences and engineering ones). Engineering is inseparable from design and technology (and vice versa: design relates to engineering and technology; technology – to engineering and design). For engineering both, is and ought relations; knowing that, knowing how, and knowing as mere direct experienced effective functioning, producing; world-to-mind and mind-to-world directions, – appear valid and relevant (in different degrees, in diverse contexts).</p> <p>Engineering and Design Technological Sciences open new interesting methodological perspective for nowadays investigations. From the other side, Engineering and Design Technological Sciences challenge higher and special technical education; and might play the key role for its renovating, integrating into inter-, cross- and trans- disciplinary studies. Infrastructure of Philosophy of Engineering and Design Technological Actions could include Epistemology of Engineering; Ontology of Engineering; elaborations on methodology of measurement; Ethical, Socio-Political, Environmental Studies etc. Infrastructure of Philosophy of Engineering and Design Technological Actions could correspond to Engineering and Design Technological Sciences. Mentioned philosophical and specific scientific fields remain to be open for diverse elaborations and development.</p> <p>Modelling as an appropriate within both science and engineering method is analyzed by involving into consideration topics of rationality and argumentation. Rationality is epistemically relevant for argumentation and modelling. Concepts of “frames” and “orientations” in argumentation are actual for interpreting rationality of actions; and in scientific modelling. Modelling itself could be seen as a special argumentative tool constructed on the rational background and opening rational understanding for scientific discovery and engineering design technological inventing.</p> 2023-07-21T00:00:00+03:00 Copyright (c) 2023 https://philosopheducation.com/index.php/philed/article/view/763 Experts, expertise and philosophy 2023-07-21T00:01:31+03:00 Xenija Zborovska xenija.zborovska@gmail.com <p>This article outlines the relevance and significance of the philosophical analysis of the essence of expertise by drawing upon existing Western contributions within the “philosophy of expertise” and offering author’s vision of this issue. Due to the postulation of the importance of expertise as a social phenomenon, the emphasis has been shifted from the expert himself to those actors who use his expertise.</p> <p>The main part of the article is devoted to author’s concept of the three dimensions of expertise: ontic, deontic, and epistemological. The ontic dimension of expertise encompasses the phenomena of the objectual-sensory world that reflect the basis of an expert’s competence and involvement in a community of professionals. However, since expertise is a social activity rather than solely individual, alongside the ontic dimension of contextually verified competencies, there is a mandatory presence of a special responsibility on the expert’s behalf, leading to the discussion of the deontic dimension. As the epistemological dimension is one of the most debated in the context of the philosophy of expertise, its elucidation proves to be the most intricate and intriguing within this work. It raises questions regarding the dual nature of knowledge, the epistemic conditions of expertise quality, such as understanding (relevant terms, arguments, etc.), and the presence of propositional justification. This section concludes with an argument for the necessity of simultaneously considering all three dimensions when analyzing real-world expertise. Furthermore, by appealing to real social practices, the second part of the article attempts to demonstrate that the foundation of expertise analysis is deeply rooted in European civilization, starting from Socratic inquiries. Socrates began scrutinizing the epistemic value of ancient experts in light of the socio-political crisis of that time, including crises in the humanitarian sphere. Such a preliminary review of this issue should provoke a discussion, the expression of certain assessments and remarks, which will turn into a full-fledged professional discussion.</p> 2023-07-21T00:00:00+03:00 Copyright (c) 2023 https://philosopheducation.com/index.php/philed/article/view/764 Controversies in the Ukrainian field of philosophy of educatio 2023-07-21T00:16:20+03:00 Serhii Klepko klepkosf1@gmail.com <p>In order to establish and outline the current state of Ukrainian philosophy of education as a scientific philosophical direction and at the same time a social institutional system that has emerged in Ukraine during the last three decades, a “controversial” approach is used, a method of studying controversies or disputed points, contradictions and tensions between representations and discourses regarding education A working definition of controversy is formulated as an intermediate category that contributes to overcoming gaps between the object of research and the research position in a situation of contradiction and tension between representations and discourses around a certain object, which is expressed in open or hidden debates, disputes, etc. and which characterized by zones of uncertainty regarding the “trajectory“ of this object. An attempt is made to catalog the controversies of the philosophy of education. The controversies of the hypostases of the philosophy of education, reforms of Ukrainian education are considered; interaction between education and philosophy of education in the system of “dirty systems”; toxic spaces in education and the action of the Lucifer effect (F. Zimbardo) in them as the metamorphosis of good into evil. The precedent of the loss of reputation by a group of scientists representing the field of philosophy of education is discussed. The progress of the Ukrainian philosophy of education is noted and its tasks are outlined in the research of social relations in education, the sphere of relations between subjects of education, toxic spaces in education. The “controversial” approach provides an opportunity to bring the philosophy of education closer to the subjects of education, involving them in the study of tensions between discourses and representations that they create and formulate.</p> 2023-07-21T00:00:00+03:00 Copyright (c) 2023 https://philosopheducation.com/index.php/philed/article/view/765 Uncertainty as a global phenomenon and its manifestations in education 2023-07-21T10:40:52+03:00 Volodymyr Ratnikov sozon1948@ukr.net <p>The phenomenon of uncertainty is considered from a philosophical standpoint as a manifestation of existence, its attributive properties (determinism), as well as properties of knowledge (especially in education). The manifestation of the phenomenon of uncertainty is considered in relation to science education, where it manifests itself most vividly and explicitly. In this connection, the structure and evolution of the scientific picture of the world is discussed. Three main stages of its evolution are distinguished: classical, non-classical and modern. In the classical era, Laplacian determinism dominates, which loses its significance under the pressure of new facts and V. Heisenberg’s uncertainty principle, which has become the basis of quantum mechanics as a fundamental physical theory. At the third stage of evolution, the concept of determinism is further generalized and the phenomenon of uncertainty becomes a fully attributive characteristic of existence.</p> <p>The role of definition as a logical procedure that reduces possible negativism due to the uncertainty of knowledge is discussed. The relationship between the concepts of uncertainty and complexity is considered; it is argued that complexity in some situations can be the basis of uncertainty.</p> <p>The article presents specific examples of uncertainties in education (the situation of students’ acquaintance with new material; the selection of new literature in the library; residual factors of postmodernism, etc.). It is shown that uncertainties should not be considered as a reason for concern in education, that with minor refinement of successfully working educational models, these uncertainties can be overcome.</p> 2023-07-21T00:00:00+03:00 Copyright (c) 2023 https://philosopheducation.com/index.php/philed/article/view/766 Principlism in bioethics: features and possible limitations 2023-07-21T10:53:52+03:00 Nataliia Boychenko n_boychenko@ukr.net <p>Advantages and disadvantages of one of the most influential methodological approaches in bioethics – principlism – are considered. The practical origins of principlism in bioethics and its theoretical origins in the philosophy of principles are revealed. The main philosophical sources of bioethics are indicated, which include utilitarianism, Kantian ethics, rule-based theory of general morality, virtue ethics, and feminist ethics. The irreducibility of principlism to any of these theories in particular and at the same time its appeal to each of them was revealed. In medical ethics, principlism appears primarily as an important practical approach that allows instrumentalization of decision-making in ethically complex situations of treating patients, conducting biomedical and clinical research. The sources of the original four principles, which are recognized by the majority of theorists of principlism, have been clarified. Among such sources, the so-called Belmont report, which names three principles, is of secondary but big importance: the principle of respect for the individual; the principle of beneficence and the principle of justice. The main arguments, classical formulation and typical contexts of application of the four principles of bioethics presented by Tom Beaucamp and James Childress as the generally accepted basis of principlism are presented: respect for autonomy, nonmaleficence, beneficence and justice. European bioethicists subsequently complement and develop these four principles with other principles: dignity, integrity and vulnerability. The main directions of criticism of principlism are revealed: lack of specificity, uncertainty of practical application of ethical theory, possible contradiction between principles. The need for constant and systematic practice of applying ethical principles in making medical decisions is defined as an antidote to these shortcomings of principlism. It is noted that Beaucamp and Childress see such permanent practice through specification and balancing procedures.</p> 2023-07-21T00:00:00+03:00 Copyright (c) 2023 https://philosopheducation.com/index.php/philed/article/view/767 “History of Ukrainian Сulture” as a research field and academic discipline: suggestions for solving pressing problems 2023-07-21T11:11:56+03:00 Larysa Dovga larysa.dovga@gmail.com Mariia Lihus mariia.lihus@gmail.com <p>The article reconsiders the teaching and learning of the academic discipline “History of Ukrainian Culture”. This course is justified as fundamental in teaching humanities and the key to the success of modern democracies. It is noted that the teaching of the discipline “History of Ukrainian Culture” in Ukrainian higher education institutions is currently based mainly on the history of artistic culture, neglecting the fact that the history of national culture is a philosophical discipline which apart from artistic culture examines the cultural worldview, value system, and political and economic state models. Therefore, a philosophical justification of the “History of Ukrainian culture” as a research field and educational discipline is suggested. In particular, the historical-philosophical methodology of Gorsky is applied, from the standpoint of which the concept of national culture is conceptualized as a multidimensional field of cultural creativity, where the national idea is discussed and formulated through the personal character of every cultural-historical epoch’s worldview. The authors address Hofstede’s sociological approach to measuring value frameworks of national cultures and justify the reasonability to interpret the history of Ukrainian culture as a performative practice of curating the past, conveying cultural values, cultural criticism, and composing the shared knowledge in the context of public construction of the Ukrainian modern national identity. It is concluded that the suggested perspective on theoretical conceptualization and practical implementation of the academic discipline “History of Ukrainian Culture” may encourage students to research the national past, construct a positive national-cultural identity, and expertly represent Ukrainian culture on the world stage.</p> 2023-07-21T00:00:00+03:00 Copyright (c) 2023 https://philosopheducation.com/index.php/philed/article/view/768 Aesthetic-cultural education of personality in the age of multiculturalism: social-philosophical aspect 2023-07-21T12:32:12+03:00 Olga Gold olgoldios@gmail.com <p>The article deals with the issue of aesthetic and cultural education in the age of multiculturalism, which is relevant for modern pedagogy. The connections between culture and education, the growth of the role of aesthetic and cultural education and the training of a future specialist are considered, according to which the emphasis is shifted from traditional pedagogy to the development of aesthetic and cultural education of a comprehensively developed personality. It is noted that modern pedagogy considers culture and aesthetics as an auxiliary means of influencing the student, as well as the formation of his aesthetic and cultural instructions. In the article, based on the study of aesthetic and cultural education of the individual in the modern age, it is carried out in the context of multiculturalism and the synthesis of approaches from the point of view of socialization and the transition of society from traditional to modern in the conditions of globalization/polyconfessionality/transformation and the peculiarities of education in conditions of war and in the period of aggravation of social confrontations - from the standpoint of resistance to attempts to change the world order by force in the conditions of the clash of barbarism and civilization. Aesthetic and cultural education in the age of multiculturalism can serve as an example of social and cultural support for the development of individual skills and competencies. Aesthetic education has been known since ancient times. Support for aesthetic development can be based on a system of activities aimed at the activity mediation of knowledge, which opens up the possibility of their transformation into skills, creating favorable conditions for the formation of relevant competencies. In the age of multiculturalism and globalization, values are changing in favor of world/ western/modern ones, which are based on the observance of laws as the basis of the social order and educate socially mature, morally prepared and patriotic members of society. It is summarized that numerous definitions of the concept of “multiculturalism” can be classified into: historical and social, which shows the presence of ethnic and religious diversification in society; culturally diverse – the presence of cultural and spiritual understanding of the individual; political and economic – as a dependence on the economic and social situation; pedagogic-social-state – as a program of education in the state; globalist – as interconnected with modern processes of societies and civilizations.</p> 2023-07-21T00:00:00+03:00 Copyright (c) 2023 https://philosopheducation.com/index.php/philed/article/view/769 On the question of the state of Ukrainian Kantiana: translations of two “Critics” versus alternative interpretations of their fragments 2023-07-21T13:04:30+03:00 Ihor Burkovskyi 2201@i.ua <p>The article continues the previous two published in the journal “Philosophy of Education” 27(1) and 27(2), which refuted certain biased accusations against the Ukrainian translations of Kant’s “Critique of Pure Reason” (2000) and “Critique of Practical Reason” (2004). Now the author aims to demonstrate the level of these translations by numerous comparisons of their fragments with corresponding passages edited or independently translated by some Ukrainian Kant-scholars, including two participants in the previous discussion. The selected samples include mainly quotes, which have some significant differences from the text of the mentioned editions – either for better or for worse. In addition to quotations, the comparisons include fragments of Kant’s text, repeated in some sources by the author himself or his reviewer, and reproduced in Ukrainian by different translators. The study shows that alternative translations of fragments of Kant’s works are mostly inferior to the discussed Ukrainian editions in terms of their level, and interventions in the text of the latter when quoting improve it only to a small extent, but in the vast majority they are not justified and have a subjective nature. There are no obvious signs of an excessively high frequency of errors, in any case serious, in the Ukrainian translations of the first two “Critics”. This points in favor of a satisfactory rating for them, although there is an undeniable need to reissue them with corrections and other improvements. The samples of alternative translations and quoting of Kant (sometimes the context of the quotations is also discussed) here act as an indicator of the state of modern Ukrainian Kant studies and related areas, prompting certain conclusions.</p> 2023-07-21T00:00:00+03:00 Copyright (c) 2023 https://philosopheducation.com/index.php/philed/article/view/770 Philosophical and educational reflections of ancient Greek peripatetics 2023-07-21T13:16:29+03:00 Vitalii Turenko vitali_turenko@ukr.net <p>The article proposes an examination and academic translation into Ukrainian of a series of works by ancient Greek thinkers-peripatetics, which reveal the problems of education and upbringing. In the center of attention, in particular, there are fragments of the works of such philosophers as Clearchus of Soli, Hieronymus of Rhodes and Aristo of Keos.</p> <p>It is revealed that on the basis of the surviving fragments of the work “On Education”, Clearchus of Sol focuses attention on the history of education and emphasizes the importance of the persistence of philosophical reflection in non-Greek thinkers, while not diminishing the importance of the achievements of the Egyptians, Hindus and Persians in the history of human thinking. For the Peripatetic, it was important to show that education was important not only for Greek society, but also for other states of the ancient world.The thinker notes the importance of the aesthetic in education (music, singing), thereby opposing the sophists and continuing the arguments not only of Aristotle, but also of Plato and the Pythagoreans. Also, in the heritage of this peripatetic can be seen as a criticism of the education system of the conical school, which is aimed at taking not the best, but the worst of the way of life of dogs.</p> <p>It is proved that two fragments of the work of Hieronymus of Rhodes “On the upbringing of children” reflect the transformation of the role of teachers in Ancient Greece from supervision to instruction and education and the growing interest directly in “liberal” education, which should correspond to the development of future citizens.</p> <p>It is substantiated that in the surviving fragment of Aristo of Keos there is an idea on the importance of providing the right education from the first steps of the child, since it is then that it is possible to properly educate him, instilling the best virtues in both the individual and social aspects of life.</p> 2023-07-21T00:00:00+03:00 Copyright (c) 2023 https://philosopheducation.com/index.php/philed/article/view/771 Overview of main results of the Annual reporting conference of the Institute of Higher Education of the National Academy of Educational Sciences of Ukraine (FEBRUARY 02-03, 2023) 2023-07-21T13:33:51+03:00 Iryna Drach i.drach@ihed.org.ua Yurii Skyba y.skyba@ihed.org.ua Svitlana Kalashnikova s.kalashnikova@ihed.org.ua Olena Orzhel o.orzhel@ihed.org.ua <p>The review presents the major findings of research workers of the Institute of Higher Education of the National Academy of Educational Sciences of Ukraine obtained during implementation of state-funded and planned research during 2022. During the conference, the academic discourse focused on the issues of development of research and educational capacity of university staff, enhancing efficiency of university educational activities, implementation of social responsibility of Ukrainian universities under wartime and post-war recovery, enhancement of research capacity of Ukrainian universities during wartime and post-war recovery in the context of Open Science conceptual framework.</p> 2023-07-21T00:00:00+03:00 Copyright (c) 2023 https://philosopheducation.com/index.php/philed/article/view/772 American University Kyiv: American standards of education in Ukraine. To the official opening of the campus in Kyiv 2023-07-21T14:03:59+03:00 Roman Sheremeta roman.sheremeta@auk.edu.ua Oksana Ilienko oksana.ilienko@auk.edu.ua Alla Guzhva alla.guzhva@auk.edu.ua <p>An overview of a landmark event in the space of higher education of Ukraine – the grand opening of the American University Kyiv (AUK) campus on May 19, 2023 in Kyiv – was carried out. The goals of creation, the mission of the university, its main tasks and advantages are presented. The main ideas of the speeches of the key speakers of the event, including the founder-rector of the AUK Roman Sheremeta and the new president of the AUK Dan Rice, are provided.</p> 2023-07-21T00:00:00+03:00 Copyright (c) 2023