https://philosopheducation.com/index.php/philed/issue/feed Filosofiya osvity. Philosophy of Education 2019-04-24T16:34:47+03:00 Людмила Горбунова (Lyudmyla Gorbunova) lugor2048@gmail.com 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/554 The Provocative Philosophy of Education: Fata Morgana of Universalism and Temptation of Singularities (K. P. Liessmann, R. D. Precht, A. Reckwitz) 2019-04-18T14:55:41+03:00 Maria Kultaieva shepitko@hotmail.com <p>Some polemic versions of the contemporary philosophy of education are regarded which lend it the character of the provocatively through setting accents on the intern paradoxes of changes designed of the educational modernization and formed under the pressure of globalization. The contextual conditions of the postindustrial transformations in the educational system are explicated which were structured by the influences of the industrial imperatives. The theoretical explorations of K.P. Liessmann, R.D. Precht&nbsp;&nbsp; and A. Reckwitz were chosen to show the structure and the content of changes in education including the consequences of the educational globalization. The tendency to refuse the European educational priorities is critically analyzed. There is the negative way to state the logic of the industrialism as the logic of the universality preserving postmodern singularity of the educational institutions what makes evident the ambivalence of the knowledge society. Some attempts are explicated, which try to give rehabilitation for the “useless knowledge” in the curriculum options what is connected with getting back the ideal of the cultivated man and with actualizing the hidden senses of conservatism (Liessmann) or pseudo-revolutionary appeals (Precht). The provocative philosophy of education in its different representations might be regarded as a special mode for activation of the theoretical critical thinking with the purpose for early detecting of risks, cultural and pedagogical pathologies appearing through postindustrial shifts in the culture, which can provoke some symptoms of the re-feudalization in the academically communities. It is concentrated not only on the positive side of the educational transformations, but else on their negative effects, loading of social and psychological traumas, and proposes different variants answering on the claims of the contemporary education aiming their additionally verification. The intrinsic contradictoriness of this kind of philosophy can be acceptable as a articulating of its openness, connected with its principle infinitely, and might be regarded as productive strategy of communication in the discourse devoted to the perspective of the development of education in the uncertain postindustrial conditions.</p> 2018-12-27T00:00:00+02:00 ##submission.copyrightStatement## https://philosopheducation.com/index.php/philed/article/view/545 The crisis of education, modern sociocultural transformations and the changing of everyday educational practices 2019-04-15T13:47:55+03:00 Lyubov Bevzenko lbevzenko@gmail.com <p>The crisis of education occupies a significant place in a number of crisis problems, which are particular indicated, in the jubilee report of the Club of Rome (April 2018). The main conclusion from this report is: “The old world is doomed, the New World is inevitable.” The article makes an attempt to find a logic in which one can understand the essence of this transition from the “doomed” to the “inevitable” world (the New Cultural Era), in particular, in the plane of educational transformations.</p> <p>The methodological choice of finding the answer to this question lies in the plane of a systemic, non-linear and interdisciplinary view of social and cultural dynamics, which suggests that there is a certain meta-parameter that sets the essence of the phase (crisis) transitions in these processes.</p> <p>As such a parameter, it is suggested to consider those typical basic experiences of the world that correspond to the main cultural epochs of the Western cultural range (Tradition, Modernity, Postmodern). A Quintessence of it can be described in terms of a person's experience of the relationship “I am - the World”. It is justified that in such conceptual frameworks it is logical to expect from the New Era the domination of the paradoxical individualistic-holistic experience of the World: I acutely realize myself as individuality, but at the same time it experiences its unity with the World, I belong to the World and create it simultaneously.</p> <p>&nbsp;In support of the reliability of such a forecast, the available points of growth of such a perception of the world are indicated, which take place in our sociocultural realities - the volunteer movement, playback theater, experimental schools (live school, game), the Internet as a parallel social reality and self-organizing communities that arise there . It emphasizes the value ambiguity of such cultural transformations and the need to track them not at the formal and institutional level but at the level of social self-organization, life styles, the transformation of everyday practices, in particular, everyday practices in the educational field.</p> 2018-12-27T00:00:00+02:00 ##submission.copyrightStatement## https://philosopheducation.com/index.php/philed/article/view/555 Application of the institutional approach in the problem field of the philosophy of education 2019-04-18T14:23:37+03:00 Valentyna Volodymyrivna Sahuichenko valentina.sag@ukr.net <p><strong>Purpose. </strong>The study is purposed to determine the civilization-significant trends in the development of educational institutions and the cultural forms of their organization in modern sociocultural contexts.</p> <p><strong>Research methods</strong>. The research was carried out within the framework of the neoinstitutional approach to the analysis of the structures of modern education using the system-theoretical method introduced by N.&nbsp;Luhmann and developed by his followers, and the methodological foundations of synergetics. In analyzing the organizational and cultural forms of educational institutions, a phenomenological method is preferred, complemented by methods of historical genetic and structural-functional analysis. The cultural and anthropological component of the study, especially the task of justifying the conditions of the universality of educational institutions, required the involvement of hermeneutic and dialectical methods in its methodological program, as well as methods of anthropological interpretation and anthropological reduction.</p> <p><strong>Theoretical basis. </strong>The author proceeds from the unsatisfactory vision of the transformations of educational institutions in Ukraine that occurred during the years of independence and focused primarily on the search for alternative forms of education, rather than on strengthening the competitiveness of the national education system, which sprays its resources and promotes social stratification of society. The destruction of the image of Ukrainian education acquires a systemic character, weakens educational institutions, destructively affects the world of life of institutions and deforms pedagogical relations.</p> <p><strong>Scientific novelty. </strong>The author proves the need to develop, on the basis of an integrated methodology, the procedural concept of educational institutions, the transformation of which takes place not only outside, but also according to the internal logic of their organizational and cultural forms, and provides educational contingent reforms.</p> <p><strong>Conclusions.</strong> The theory of modern educational institutions should explore not only their functional potential, but also predict the moments of their dysfunctionality, the dialectic of stabilization and destabilization of the education system as a result of its institutional changes. In contrast to the study of the self-organization of educational institutions in modern cultural and social anthropology of the biologically compensatory direction, the transition from statics to the procedural understanding of educational institutions makes it possible to consider them as conditions, resources and practices of self-transcendence of man, society and culture, and pathology, if institutionalized traditionalism emerges beyond the self-sufficiency of tradition and instead of creative self-realization of personality suggests using mechanisms of social and cultural cloning.</p> 2018-12-27T00:00:00+02:00 ##submission.copyrightStatement## https://philosopheducation.com/index.php/philed/article/view/546 Cognitive Foundations for Educational Strategies 2019-04-15T13:28:23+03:00 Iryna Dobronravova dobronra@ukr.net <p>New Age connected education with science, which is understood as a rational project. Science of New Age is principally public. Connected with it the ideal of objective truth claims the rational description of scientific methods. Historical transformation of ideals and types of rationality changed also the educational strategies of New Age. Foundations of such strategies are the foundations of scientific cognition: ideals and norms of scientific research, scientific world picture and philosophical foundations of science.&nbsp;</p> <p>Traditions are extremely strong in education, but critique of them and understanding, that education must be changed, proclaim themselves very soundly today, particularly in jubilee report by Club of Rome “Come on!” For members and supporters of Ukrainian Synergetic Society, the ideas, expressed in report of Club of Rome, are consonant to their synergetic imaginations about complex self-organizing world and to view on modern stage of development of science as on postnonclassical one. Methodological principles of postnonclassical science are contrast to reductionism, postnonclassical world picture is based on dialectic ideas of becoming and wholeness, postnonclassical type of rationality approves objectiveness of knowledge by taking into account the human values of researchers.</p> <p>Specificity of objects of postnonclassical science is brunching of nonlinear dynamics of self-organizing systems. It needs to elaborate in education process the certain cognitive orientations. Partially such orientations were formulated in methodological principles of nonlinear thinking, which orient to be ready for emergence of a new whole as a result o self-organization.</p> <p>Current nonlinear scientific world picture considers the processes of self-organization of all levels of world's structure organization as condition of its existence. Understanding of such processes requires the elaboration of evolutionistic holistic worldview. Of course, learning of modern nonlinear theories can't be the task of common education. It is important, that readiness to favorable reception of evolution and holistic ideas is elaborated in process of such education.</p> 2018-12-27T00:00:00+02:00 ##submission.copyrightStatement## https://philosopheducation.com/index.php/philed/article/view/547 Paradigmatic changes in the modern Philosophy of Education 2019-04-18T10:39:32+03:00 Olga Dolska dolska2016@gmail.com <p>The article continues the tradition of thinking about pedagogical rationality. The presence of its two levels is analyzed ‒ meaningful and formally-functional, their significance for didactics is substantiated. Their implementation is demonstrated in the Educational strategies. The article speaks of a more attentive attitude to the formal-functional level in the formation of didactics in the new paradigm of Education ‒ the Education of the information society using the possibilities of the Internet. An overview of Internet resources is given, the emergence of the term “open Educational resources” is analyzed, a chronology of the idea of ​​their introduction into educational practices is reviewed.</p> <p>Building on the best psychological and pedagogical concepts of the last decades, the need to form new pedagogical strategies is emphasized. The theory that is adapted to the working conditions in cyberspace is connectivism, is analyzed. It grows on the basis of new insights and capabilities of digital teaching materials that qualitatively differ from traditional teaching materials by their ability to manage them.</p> <p>Using examples of Modern trends, the importance of this theory for new forms of Education is emphasized; the need to form new competencies in the form of information skills is being updated. Using examples of modern trends, the importance of this theory for new forms of education is emphasized. Practices and possibilities of information and communication forms of Education are analyzed: from distance learning courses and open on-line courses to the practice of Open Universities.</p> 2018-12-27T00:00:00+02:00 ##submission.copyrightStatement## https://philosopheducation.com/index.php/philed/article/view/553 Sexuality as a phenomenon of (social) being of a person and subject of educational discourse 2019-04-18T12:05:47+03:00 Volodymyr Kaluha kalugavl@nubip.edu.ua <p>The phenomenon of sexuality is the cornerstone of being of a person, which by nature manifests itself socially. At the same time, currently sexuality is a stumbling block and a Sisyphean stone to "push" throughout human existence. The afore-mentioned place and role of sexuality in human being are directly related to the peculiarities of the outlook of a civilized man and modern culture in general. In other words, the peculiarity of the worldview and the arrangement of the cultural space of a civilized man is largely a cause of transformation of sexuality, as an attribute of human existence, into a dominant source of internal stress, mental disorders, various deviations, and ontological confusion and alienation in general.</p> <p>As a result, an impartial understanding of nature of the phenomenon of sexuality and its functional essence in human existence definitely facilitates its emancipation, especially in the context of upbringing of the younger generation. An appeal to critical thinking contributes for critical elimination of the bias, which, among other aspects, establishes a fact that the cognitive abilities of a person are limited. The latter means that everything what is widely recognized is, in fact, only a generally accepted paradigm, including the alleged scientifically substantiated interpretation of the manifestations of sexuality associated with the sexual sphere of norms and rules, as well as basic ideological settings, and by no means a combination of truths. An integral and adequate representation of the phenomenon of sexuality can be formed on the basis of the analysis of relevant informational achievements in the field of science and philosophy, philosophical art, esoteric experience, etc.</p> <p>Therefore, firstly, the article is aimed at comprehension of key stereotypes and dogmas, which are widespread in both public and scientific or expert opinions. Secondly, the article thoroughly discloses a number of features and attributes of the phenomenon of sexuality, taking into account the experience acquired through the mediation of the world mythology and esoteric experience in the form of the so-called philosophical art. Thirdly, the situational analysis of a person is contextualized through one’s sexual nature. Consequently, the article focuses on issues of sexual education and ‘enlightenment’ of a person depending on a variety of age and social positions, as well as the community as a whole.</p> <p>The introduction of the relevant research activity of the author of the article has been instigated by the obvious lack of scientific substantive studies on the nature of the phenomenon of sexuality and its functional aspect on the territory of Ukraine. At the same time, the Ukrainian community needs significant educational influence on issues of self-realization of citizens, in particular in the sexual and private spheres.</p> 2018-12-27T00:00:00+02:00 ##submission.copyrightStatement## https://philosopheducation.com/index.php/philed/article/view/557 Flint models in sparks of interdisciplinarity 2019-04-19T12:17:01+03:00 Larisa Pavlovna Kiyashenko larisakiyashchenko@gmail.com Anastasia Golofast golofast@philed.vntu.edu.ua <p>Cutting off the degrees of freedom, the models retain the element of the game and vulnerability - the cradle of scientific creativity. The established conceptual apparatus dictates the “rules of the game”, regulates the meaningful work of the language, defining actions according to the rules, in violation of the rules, their permissible change, etc. Inventing different language games (practical situations of possible application of basic concepts), we train conceptual competence (orientation, dexterity) of readers, students, instilling in them skills of applying concepts in changing situations, the ability to get out of conceptual deadlocks (L. Wittgenstein).</p> <p>In the meaning of thinking style and cognitive activity, modeling saturates interdisciplinary communication (communus gifts of communication) with interval “exchange zones” (Peter Galison), builds “corridor situations” (M. Petrov), improves games in communication, overcoming breaks and pauses of misunderstanding. or ignorance. It reproduces, if possible, the traditional in cognitive activity.</p> <p>To overcome the resistance of the stranger in his pragmatic development and discovery of the new. To expand the horizon of one’s own vision, understanding and representation in the striving to see the phenomenon in integrity. The language of the model makes it possible to bypass the disciplinary tightness of discourse at the expense of internal resources to be both open and autonomous - adaptively movable and stabilizing. In an instrumental sense, the model performs a constitutive function, organizing knowledge in a single pattern. This creates a prototype of the convergence mechanism, although the “qualifying” modeling function primarily enhances disciplinary disunity. Moving in the fork "between" disciplinary and conceptual disunity, modeling, as a state and mode of existence of cognitive activity, has the ability to generate a new one, its modeling. The assimilation of the life-giving function of modeling can be reproduced in the process of transdisciplinary learning and learning at the intersection of disciplinary and practical tasks in the model embodiment. In the zone of solving existential problems that go into the life world not only of an individual, a taste is born to expand the personal competencies of design and modeling that are in demand by the modern community.</p> 2018-12-27T00:00:00+02:00 ##submission.copyrightStatement## https://philosopheducation.com/index.php/philed/article/view/558 The Natural Medium as Carrier of Meanings and Their Decoding by Living Beings: Biosemiotics in Action 2019-04-19T12:14:22+03:00 Helena Knyazeva helena_knyazeva@mail.ru <p>The synthetic, integrative significance of biosemiotics as a modern interdisciplinary research program is under discussion in the article. Aimed at studying the cognitive and life activity of living beings, which are capable of recognizing signals and extracting the meanings, biosemiotics serves as a conceptual node that combines some important notions of theoretical biology, evolutionary epistemology, cognitive science, phenomenology, neuroscience and neurophilosophy as well as the theory of complex adaptive systems and network science. Worlds of perception and actions of living beings are built in the process of co-evolution, in structural coupling and in enactive interaction with the surrounding natural environment (Umwelt). Thereby the biosemiotic theories developed by the founders of biosemiotics (J. von Uexküll, Th. Sebeok, G. Prodi, H. Pattie) are conceptually closed to the system-structural evolutionary approach developed in synergetics by H. Haken and S.P. Kurdyumov, the conception of autopoiesis (H. Maturana and F. Varela), second-order cybernetics (H. von Foerster), the conception of enactivism in cognitive science (F. Varela, E. Thompson, A. Noë). The key to comprehending the processes of extracting and generating meanings is that every living organism lives in the subjectively built world (Umwelt), so that its Umwelt and its internal psychic organization become parts of a single autopoietic system. According to the well-known expression of G. Bateson, information is a not indifferent difference or a difference that makes a difference. Differences become information when a cognitive agent as an interpreter, acting as part of an autopoietic system, sees signs in these differences that make meanings.</p> 2018-12-27T00:00:00+02:00 ##submission.copyrightStatement## https://philosopheducation.com/index.php/philed/article/view/559 Evolution of Representations of Complex Self-Organizing Environments/Systems in the Humanities at the Abroad of the XX-XXI centuries 2019-04-19T12:19:46+03:00 Diana Kozobrodova message.od@gmail.com <p>This article examines issues related to the transformation of ideas about self-organization in humanities in Ukraine at the turn of the 20th and 21st centuries. These ideas about processes of self-organization of complex systems that developed initially within the framework of natural science knowledge (physics, chemistry, biology) go beyond the framework of natural science methodology and become an interdisciplinary field of research in which many fundamental problems of the humanities in the field of social philosophy, sociology, psychology and philosophy of education. And this transition is not gradual, but spasmodic, which allows us to talk about the synergetic paradigm, established today in modern Ukrainian humanity. If in the 90's. in Ukraine there are only two pioneering monographs (I.S. Dobronravova, I.V. Yershova-Babenko), devoted to the philosophical and methodological analysis of the main synergistic categories (self-organization, non-linear thinking, complexity, etc.), at the moment such monographs in the humanities (philosophy, sociology, psychology, etc.) are already numerous. Moreover, the main synergistic concepts and categories used in the field of natural science knowledge in the new research area not only found application, but were significantly expanded and transformed. Thus, ideas about self-organization that arose in physics, chemistry, and other natural sciences were applied to complex self-developing objects in the social and human sciences, which allowed developing a new methodological tool that is characterized by universality, transversality, polyphonicity, flexibility and holistic approach to the object of research. This toolkit responds to modern transformations and transitions existing in global cultural and historical reality, represented by such concepts as "globalization", "information-communicative revolution", or "informationalism" (Castells). Thus, at the turn of the XX-XXI centuries in Ukraine, the study of complex self-organizing environments / systems in the social and humanitarian sphere starts from the positions of the synergetic methodology as a general scientific research program.</p> 2018-12-27T00:00:00+02:00 ##submission.copyrightStatement## https://philosopheducation.com/index.php/philed/article/view/550 The origins and approaches of the emergence of a new bioethics and the program “Integrative Bioethics”. Part 2 2019-04-18T11:07:06+03:00 Thomas Sören Hoffmann thomas.hoffmann@fernuni-hagen.de <p>The article compares different models of bioethics. The dominant model considers bioethics as just a new area of applied ethics focusing in its origin mainly on questions of medical ethics like those rising from reproductive medicine. Within the framework of this concept, the formal application of ethical principles on medical practices is normally understood as a strategy for the preservation of personal autonomy of the individual. Another model linked e.g. to the names of Van Rensselaer Potter or Hans Jonas can be called a "holistic" one and refers to ethical issues discussed within the greater context of "general meditation" of life in general, nature and human life-worlds. Holistic bioethics focuses on the idea of integrity, and it also allows an internal "living" pluralism of perspectives, which corresponds to the self-differentiation of life in a plurality of life-worlds. The third model is an integrative bioethics which not only tries to combine the perspectives of autonomy on the one hand, life and nature as a whole on the other, but also shows that bioethics is founded on its own sources of normativity (e.g. in the idea of life). From these sources also rises its task of “integrating” the perspectives of different scientific disciplines on issues of life in general. The concept of "integrative bioethics" is promoted in the article because of the following characteristics: integrative bioethics considers all kinds of interaction between autonomous persons, living beings and nature in general; it is transdisciplinary and therefore based on a dialogue of all sciences in which bioethical awareness of the problem may arise; it is open also to non-scientific manifestations of individual and social consciousness and therefore in discussing live in a normative sense nevertheless stays in contact with the real life-worlds of real people. At the end of the article integrative bioethics is discussed with regard to the example of the meaning of the idea of a “natural will”.</p> 2018-12-27T00:00:00+02:00 ##submission.copyrightStatement## https://philosopheducation.com/index.php/philed/article/view/552 Art and Bioethics: Shift/Fusion of Understanding Genres 2019-04-18T14:38:52+03:00 Hanna Hubenko hanna.hubenko@gmail.com <p>A fusion of «bioethics» and «art» changes the means and ways of broadcasting art in the field of new biotechnological achievements and recalls responsibility in science. Bioethics socializes art. Art popularizes bioethics and complements its «experience of comprehension» with aesthetic experiences. The article analyzes the connections that unite bioart with science and bioethics. Examples of creative bioart projects at the World Congresses on Bioethics, which draw attention to the installation and performative forms, expressing the artistic experience of bioethical values and meanings that museums and other public fields represent, are given. The processes of forming links between laboratory research (often hidden from public attention) and art-works through practical experiment, dialogue, observation, or play are analyzed. The tandem of art and bioethics provides a link between scientists and the public, reveals new possibilities for ethical reflection, and represents a living manifesto of overcoming the disunity of scientific and everyday practices. Art and bioethics are sources of inspiration for each other. Not only does art expand its boundaries, transforming a scientific experiment into an artistic process, but also bioethics is entering a new level of research and discussion, reinforcing its creative potential through art. Despite the fact that they differ in genre, they create a common space of rational discourse as well as a common ground for familiarizing with the artistic experience in the process of their cooperation and communication, with the purpose of understanding the emerging problems, attracting to them not only professionals, but also broad circle of people interested in bioethical issues.</p> 2018-12-27T00:00:00+02:00 ##submission.copyrightStatement## https://philosopheducation.com/index.php/philed/article/view/560 Philosophy and Teachers 2019-04-19T12:47:43+03:00 Theodor W. Adorno adorno@phed.vntu.edu.ua <p>Teodor Adorno's work <em>Philosophy and Teachers</em> was first read as a report at the Frankfurt Studenthome in November 1961. In this report Adorno continued the topic of criticism of those factors of the then formation of West Germany, which made impossible a personal fight intellectual to with the cultural remnants of a totalitarian society. Adorno drew attention an exam in philosophy, important element of the educational process. This exam should pass composed of future teachers, candidates for the work of the teacher of gymnasium. This exam should be composed by future teachers, candidates for the work of the teacher of gymnasium. Adorno noticed the tendency of formalistic adherence to the Rules of Examination by some future teachers who are unable to understand the humanistic, emancipatory and spiritual essence of philosophy, and therefore do not understand the purpose of conducting this exam. Adorno honored the long tradition of academic freedom of the German University and noticed the figure of the German philosopher, describing him as the man whose intellectual activity influenced the humanization of the German University, &nbsp;which directly influenced to the corresponding cultural transformations. But in post-war universities in the Federal Republic of Germany there is a trend to the principles of scientific knowledge. This tendency is coupled with the attitude of some future teachers to knowledge as appropriation to the consumer way, was due to the absence of personal love for their own specialty and to their students. Adorno was convinced that such teachers are indifferent to their specialty and do not have a calling to him. Adorno defined as a sign to the absence of calling in these people is intellectual negligence, provincial speech and provincial inability to understand human freedom as a spiritual value. Such teachers are incapable of offering new knowledge to their students by way of perfekt speech and by way of perfekt written presentation. As completely different Adorno offered to see a person who is capable to appropriation of the knowledge that is needed to understand hemseif and his professional obligation. This person can will use self-understand and self-reflection, and therefore she can will independently to understand of the sense of their pedagogical work. This person will be faithful and patient in carrying out his work for the practical introduction of humanistic ideals of prior philosophical knowledge into society.</p> 2018-12-27T00:00:00+02:00 ##submission.copyrightStatement## https://philosopheducation.com/index.php/philed/article/view/561 Round-table “Education for the Future: Thoughts on the Jubilee Report of the Club of Rome” 2019-04-24T16:34:47+03:00 Iryna Dobronravova dobronra@ukr.net Lyudmyla Gorbunova lugor2048@gmail.com <p>Under this title, a meeting of the Round Table organized by the Ukrainian Synergetic Society was held within the framework of the scientific-practical conference "Innovations in Education: Value-Competence Approach", held on May 29, 2018 at the Dragomanov National Pedagogical University.</p> <p><em>Participants</em>:<strong> I.&nbsp;Dobronravova, L.&nbsp;Gorbunova, I.&nbsp;Drach, L.&nbsp;Bevzenko, L.&nbsp;Bogataya, I.&nbsp;Yershova-Babenko, I.&nbsp;Knysh, N.&nbsp;Kochubey, T.&nbsp;Bilous, O.&nbsp;Komar, Y.&nbsp;Melkov, M.&nbsp;Nesterova, A.&nbsp;Pipich, L.&nbsp;Sidorenko.</strong></p> <p>Traditionally, for such meetings, the role of moderator was performed by the president of the Ukrainian Synergetic Society, Professor Iryna Dobronravova. The participants expressed views on a certain resonance of the theses of the Rome Club with the ideas of synergetics: a call to abandon reductionism and linear thinking, recognition of a holistic approach to understanding the current situation on the planet and developing an action plan for favorable prospects, calling for synergy of action and a balance of sustainable development , call for disciplinary complementarity in research and training.</p> <p>It focused on the philosophical foundations of the necessary transformation of thinking, which should become integral, on the ideas of the “new Enlightenment”, the “global citizenship” policy, education strategies as “literacy about the future”, which is based on connectivity, universal values ​​and respect for cultural differences, focuses on sustainable development, on education, which comes from the pluralism of content and is inclusive, that is, it includes the whole range of contradictory and complementary perspectives, not limited to analytical, but cultivates integral thinking.</p> <p>It is concluded that this report is certainly of great methodological importance for educational research and educational policy, especially in clarifying the problems of sustainable (balanced) development, globalization, internationalization and the development of a global civil society. Education for sustainable development and its component - education for global citizenship are relevant in the context of the problems posed by this report of the planetary development of humanity.</p> 2018-12-27T00:00:00+02:00 ##submission.copyrightStatement## https://philosopheducation.com/index.php/philed/article/view/562 Multidimensionality of autonomy in universities and higher education (September 14-15, 2018, University of Szczecin) 2019-04-19T15:47:22+03:00 Anna Murawska anna.murawska@usz.edu.pl <p>The article presents&nbsp; central issues discussed during international conference «Crises of autonomy in universities and higher education». The conference was carried out at University of Szczecin, Poland (14-15<sup>th</sup> September 2018), which has a 25 years long tradition in organizing conferences on higher education. Researchers from Poland, Italy, Lithuania, Ukraine and Great Britain participated in the debate what enabled to show the problems from global perspective. The author mainly refers to the essence of academic autonomy along with its specific features as they were formulated by conference participants.&nbsp; She pointed out dynamics and multidimensionality. Autonomy is not unequivocally positive phenomenon what was time and again&nbsp; underlined at the conference, therefore it release various challenges and threats. The author presents them together with prospects of overcoming them, among them reflexivity oriented education as well as studying and researching based on three pillars: care, curiosity and community.</p> 2018-12-27T00:00:00+02:00 ##submission.copyrightStatement## https://philosopheducation.com/index.php/philed/article/view/563 Civic Education in the Digital Age: Challenges and Development Prospects (Review of the Workshop "Digitization and Civic Education", September 3-4, 2018, Marseilles) 2019-04-19T15:02:56+03:00 Tetiana Matusevych sokmatus@gmail.com <p>This article is devoted to the author's impressions on the “Digitization and Civic Education” workshop (September, 3-4, Marseilles), that was devoted to discussing the role of digital technologies in civic education from a wide range of theoretical and practical positions.<br> The main thematic area of the workshop was the consideration of future education through the modern challenges of democratic societies of the information age: hate speech, fake news, electoral manipulation with digital technologies, the importance of capitalizing social networks for the development of society, hybrid information wars, reformatting organizational culture in a digital age, Big Data journalism and so on</p> 2018-12-27T00:00:00+02:00 ##submission.copyrightStatement## https://philosopheducation.com/index.php/philed/article/view/564 Philosophy of successful Finnish education 2019-04-19T15:26:40+03:00 Valentyn Mihailovich Pomohaibo vmpom@ukr.net <p>The Finnish experience of creating successful education underlies the current efforts to reform the Ukrainian school. As a result, an analytical review of the book "Finnish Lessons 2.0" by the well-known Finnish teacher Pasi Sahlberg has been undertaken to promote the availability of ideas and tools for the successful reform of the education system in Finland for the largest number of Ukrainian teachers. This book shows the path of Finland "from a poor and poorly educated agrarian country to a modern knowledge society with an effective educational system and an innovative world-class environment. The strategic ideal of Finnish society was the expansion of the accessibility of education - from early childhood to the highest scientific levels and adult learning "[Sahlberg, 2015: 18].</p> <p>Today, the education system, even in most developed countries, is hit by a crisis, which consists in the inability to provide children with a qualitative education. The experience of Finland suggests a way to improve education not on the basis of market relations - standardization, increased competition, increasing the volume of educational information, regular testing, strengthening of reporting on learning outcomes. Ukrainian teachers who have the usual didactic and methodological skills and classical beliefs about the functions of the teacher in the educational process perceive this experience as paradoxical: every Finnish teacher has a master's degree; schooling is carried out with the principle of "learning less - knowing more"; A successful lesson is one in which the students speak more than the teacher; standardized testing of students is absent until the final 9th ​​grade of the basic school; In the educational process there is no competition between pupils, classes, teachers, schools. The Finnish school is dominated by personalized teaching with creative teaching methods, because in reality the success of each student is determined by his or her individual characteristics and capabilities.</p> 2018-12-27T00:00:00+02:00 ##submission.copyrightStatement##