Filosofiya osvity. Philosophy of Education

Activities of the Ukrainian Society for the Philosophy of Education in 2015-2025 (analytical review)

Zlatyslav Dubniak — Thu, 04 Sep 2025 00:00:00 +0300

The analytical review of the activities of the Ukrainian Society for the Philosophy of Education is devoted to the period from the moment of its foundation as a structural unit of the Ukrainian Philosophical Fund to the beginning of its reformation in 2025 into an independent public organization with the clarification of the name “Mariia Kultaieva Ukrainian Society for the Philosophy of Education”. The main achievements of the Society over 10 years of its activity are analyzed.

How comprehensive defense works: synergy of the experince of Ukraine and Sweden.

Svitlana Hanaba — Thu, 04 Sep 2025 00:00:00 +0300

The article is dedicated to a review of the ideas of the training session of the research project “Gender Approach in the Context of Comprehensive Defense”, which took place on May 11-23, 2025 in the cities of Stockholm and Uppsala. The purpose of the educational event was to familiarize with the Swedish experience of comprehensive defense, which is based on a comprehensive security strategy. Its feature is the use of the capabilities and potential of not only military, but also psychological, economic, information, cybernetic and other components. This experience is relevant for Ukrainian society, since victory over the enemy and the development of an independent sovereign state require a number of effective reforms both in the field of defense and the search for innovative solutions in the implementation of social, economic, social, educational and other policies.

Тhe openness of philosophy to man, society, culture, to itself: modernity and scenarios of future

Nazip Khamitov — Thu, 04 Sep 2025 00:00:00 +0300

The article raises the problem of openness and closedness of philosophy. It is proved that the openness of philosophy is an important criterion of its academic integrity in education and science. The openness of philosophy is understood as openness to man, society, culture, and itself. Openness to man gives philosophy the sharpness of existential problems and makes it humanistic, openness to society brings it into modern problems and makes it relevant, openness to culture fills various forms of creativity with fresh air. The openness of philosophy to itself is interpreted in three aspects. This is, firstly, openness to the creative achievements of predecessors, the past of philosophy, its history. Secondly, it is the openness of the activities of contemporaries, dialogue with them. Thirdly, it is the author’s openness to himself, the courage not only to interpret others, but also to create his own worldview, concepts, style. Philosophy in its openness is defined as a culture of conceptual thinking, which makes a person so free that he does not pay for success with loneliness. In this context, philosophy can be understood as the basis of worldview subjectivity – a state of a person or community in which values, principles and meanings are formed independently. The actualization of open philosophy is able to form a productive dialogue in society not only at the level of interests, but also of values. Such a dialogue truly consolidates the country’s elite, as well as the elite and the people. This generates a viable social contract and allows the country to be truly sovereign and independent. Ideally, this means the moral beauty of the relationship between the elite and the people, a true social partnership that makes the country competitive in peacetime and stable and invincible in wartime. Three scenarios for the development of Ukrainian philosophy and the prospects for its openness in the future are distinguished, which reflect the trends of modernity and, ultimately, relate to the philosophy of any democratic country.

Restoring Social Order Through Justice: The Social Dimension of Post-War Ukraine

Tetiana Podolska, Andrii Lymnskyi — Thu, 04 Sep 2025 00:00:00 +0300

The article explores the issue of identifying a concept of justice that could serve as the foundation for the socio-political organization of post-war Ukraine. The authors argue that society needs a clear ideal aligned with European values, the historical experience, and the cultural traditions of the Ukrainian people. The categories of freedom, equality, and justice are examined as potential cornerstones of the future order. Taking into account the reactive nature of negative freedom, the specific perception of equality, and Ukraine’s course toward European integration, the authors justify the choice of justice as the most stable and universal foundation. Based on a comparative analysis of contemporary theories of justice, the conclusion is drawn that John Rawls’s theory of justice is the most suitable for implementation in the Ukrainian context. This concept is capable of ensuring a balance between individual freedoms and social responsibility, aligning both with the demands of Ukrainian society and the standards of the European democratic community. It combines theoretical soundness with practical feasibility. John Rawls’ principles of justice offer solutions to a wide range of inequality-related challenges. In the field of education, in particular, their implementation can form the basis for securing fair access to higher education, create conditions under which the education system promotes social mobility, and enable the introduction of fair and transparent mechanisms for granting draft deferments to higher education students. Thanks to its universality, interdisciplinary foundation, and alignment with European democratic values, this concept, in the authors’ view, can serve as the basis for an ideal form of socio-political organization – one that will guide and inspire Ukrainians in the post-war period.

Migration in modern society versus multiculturality: a social-philosophical consideration

Olga Gold, Maxym Vasalatiy — Thu, 04 Sep 2025 00:00:00 +0300

The article examines the issue of migration in modern society and multiculturalism from a socio-philosophical perspective. The challenges facing modern society are linked to processes that are relevant both globally and in Ukraine. With the intensification of political processes, globalization and wars, the relevance of the phenomenon of migration is not diminishing. The authors consider this topic based on socio-philosophical and theoretical humanitarian methods: sociology, economics, globalization studies, cities and migration processes, referring to the approaches of the author of the term “global city” Saskia Sassen, as well as political science, law, pedagogy and philosophy of Seyla Benhabib. The doctrinal foundations of contemporary multicultural processes allow us to characterize migration processes. Migration in the world is a natural and long-term process, so all attempts to stop it are an interference in the organic processes of society. Today’s attempts by the US administration to diversify migration processes are inhumane and anti-historical. Multicultural or multi-faith education as a strategy for preserving the country’s culture and as a component of the study of the history of religions and cultures should be fundamental. We conceptualize migration as a process of perceiving another culture without losing one’s personal characteristics and traditions, but rather strengthening them and rethinking one’s previous experience – both from the side of migrants and from the side of citizens of the host country. Multiculturalism plays an important role in the struggle for equality, but it must develop a more dynamic interpretation of culture and resist unification in order to prevent gender, economic, political and religious inequality and injustice. Multicultural or polyconfessional education is proposed as a basic education for modern society as an embodiment of the strategy for preserving the country’s culture and as a component of mastering the history of religions and cultures.

The impact of strategic rationality and limited autonomy on the decline of the university

Yelyzaveta Borysenko — Thu, 04 Sep 2025 00:00:00 +0300

In recent decades, we have been observing a prolonged process of the decline of the university – not merely as an educational institution, but, more importantly, as a fundamental social institution. The university has traditionally functioned as a critical locus of influence in the formation of public opinion and, as such, is indispensable to the proper functioning of the state. As a social institution, it is imperative that the university maintain the primacy of communicative rationality; for it is the ascendancy of strategic rationality that undermines the very idea of the university and ultimately precipitates its deterioration–a phenomenon clearly observable today. In this sense, the university has also become a casualty of the expansion of instrumental rationality, which, as Jürgen Habermas has argued, engenders various forms of social pathology. The idea of the university – as developed by famous influential philosophers, including Immanuel Kant, Wilhelm von Humboldt, and John H. Newman – was based in the principle of full institutional autonomy. Such autonomy was intended to guarantee an open and unrestricted discourse within the university, a discourse that could subsequently exert meaningful influence on the socio-political life of the state. Today, however, the modern university is being divested of precisely this autonomy. It finds itself either subordinated to the state, which imposes its own regulatory frameworks, or subject to the dictates of the market. In either case, communicative rationality is supplanted by strategic rationality, rendering genuine free discourse impossible. Universities are increasingly reduced to state-run or commercial entities, while knowledge is commodified. The result, as Theodor Adorno foresaw, is the proliferation of half-education. For this reason, it is essential to undertake a thorough examination of the modern crisis of the university and to outline potential pathways toward its resolution.

Has Business Simulation Become a Viable and Respected Alternative to Internships in Traditional and Online Business Learning?

Lester С Reams, Tatiana Andrienko-Genin — Thu, 04 Sep 2025 00:00:00 +0300

Business simulations have become vital tools in modern business education, allowing learners to practice strategic decision-making, leadership, and collaboration in realistic, risk-free environments. Evolving from post-World War II computational experiments to sophisticated educational methods, simulations today encompass strategic, functional, and conceptual applications across industries. They foster critical thinking, engagement, and the practical application of theory, offering an effective alternative or complement to traditional internships. Despite challenges like high costs and design complexities, business simulations significantly enhance student skills, bridge academic and industry gaps, and strengthen graduate employability, preparing learners for the demands of today’s dynamic workplace. The future of simulations in business education is fueled by advances in AI, digital communications, and augmented reality (AR). Rich simulations bridge the “learning-doing gap”, offering personalized, immersive experiences that traditional internships often cannot. Virtual collaboration platforms like COIL enhance global competencies affordably. AI-driven tools, including professor-designed simulations and web-based platforms like Marketplace Simulations, foster adaptive, practical learning. Augmented Business Reality (ABR) further enhances experiential learning through immersive technologies. However, high costs and limited research into educational impacts highlight the need for further scholarly exploration. Business simulations have evolved into powerful educational tools that replicate real-world business environments, allowing participants to develop essential industry skills in a risk-free setting.

Development of an Assessment Methodology for Educational Platforms in the Context of Educators’ Innovation and Research Activities

Maksym Maksymov, Valentin Davydov, Taia Petik, Maksym Grishyn — Thu, 04 Sep 2025 00:00:00 +0300

The article is dedicated to the development of a universal methodology for assessing the quality of modern educational platforms. In the global digitalization of education, there is a growing need for a systematic approach to analyzing the effectiveness, accessibility, and user experience of learning platforms. The authors propose a methodology that considers eight key criteria: accessibility and inclusivity, usability and interface design, user interaction and engagement, user support and feedback, payment, adaptability to individual learning pace, multilanguage and localization, and certification. The research methodology combines quantitative and qualitative analysis methods, ensuring a comprehensive and objective assessment. A distinctive feature of the proposed approach is the use of the analytic hierarchy process to determine the weight coefficients of the criteria, enhancing scientific validity. An important aspect of the study is its focus on the needs of various user categories, particularly persons with disabilities, which makes the methodology inclusive. The article explores tools and approaches for evaluating existing platforms based on the proposed criteria and methodology, which holds practical value for developers and administrators of educational environments. The research findings will be useful to a wide range of professionals: developers of educational platforms, researchers in the field of digital transformation of education, educators, and institutional leaders. The proposed methodology can serve as a foundation for developing quality standards for digital educational resources and will contribute to the advancement of a modern academic environment accessible to all users. The article emphasizes the importance of the continuous improvement of educational platforms in response to the dynamic development of digital technologies and society’s evolving needs.

Cognitive Practice in the Era of the Internet of Things: Ave, Homo Connectus!

Bohdan Padalko — Thu, 04 Sep 2025 00:00:00 +0300

This article offers a philosophical investigation of how the Internet of Things (IoT) reconfigures cognitive practice, reshaping the structure of knowledge, decision-making, and subjectivity in the digital environment. It demonstrates that IoT is not merely a technological infrastructure but a mechanism that embeds cognition within algorithmic and service-based systems, reducing epistemic autonomy and deepening dependence on platforms and automated protocols. The study conceptualizes Homo connectus as a new socio-technical form of subjectivity shaped by platform dependency, technical mediation of action, algorithmic production of meaning, and systemic constraints on reflective decision-making. These transformations affect education, knowledge production, and professional competence by introducing structural reliance on service ecosystems and reducing individual cognitive sovereignty. To analyze these dynamics, the article introduces the Autonomy-Enabling Ratio (AER), a novel metric for assessing the extent of cognitive autonomy within connected environments. AER captures the ratio between autonomous and externally regulated scenarios of knowledge, education, and professional practice, providing a tool to identify algorithmic overreach and the erosion of human agency. This work contributes to philosophical discourse by framing IoT as both a technical and epistemic phenomenon, critically examining its implications for human autonomy, meaning-making, and social interaction in the context of pervasive digital infrastructures.

The Integrity of Truth in the Perspective of Counteracting “Bullshit” in the Educational Space of Modern Society

Mykhailo Boichenko, Bohdan Shumskyi — Thu, 04 Sep 2025 00:00:00 +0300

The article is dedicated to the philosophical analysis of the term “bullshit”, which was systematically conceptualized by the American philosopher Harry G. Frankfurt for a better understanding of the nature of truth, but at the same time increasingly as a self-sufficient term of epistemology. The authors of this article offer a creative translation of the term “bullshit” from English into Ukrainian as “fool”. Such a translation is not literal, but better conveys the epistemological meaning of the corresponding English term. Bohdan Shumsky carried out a systematic reconstruction of the concept of “bullshit” in Harry G. Frankfurt – reproducing the main outline of the philosophical searches of this American philosopher, as well as indicating the main directions in which the concept of “bullshit” is developed in English-speaking philosophy and to which practical areas it is applied. Mykhailo Boichenko introduces this analysis into a broader philosophical and cultural context, and also shows the significance of the concept of “fool” for the educational space of modern society – both as an object for research and conscious avoidance, and as a specific tool that deserves to be used in special cases. Some patterns of attitude towards stupidity, foolishness and foolishness in the history of philosophy and in Christian culture are traced. In addition, Mykhailo Boichenko is the first to offer a Ukrainian translation of the English “bullshiter” (“дурнограй”). The authors of the article show the ambivalence of sincerity, which is inherent in a fool, and substantiate the advantages of an ironic and instrumental attitude towards a fool, while maintaining the basic assessment of a fool as a predominantly negative assessment of a fool from an epistemological and axiological point of view. It has been demonstrated – both conceptually and through various examples – that nonsense helps to highlight and emphasize truth, goodness and justice – both by opposing them and by helping to choose the best path to them.

Integrity in the practices of educational life-creation

Lesya Panchenko, Nataliia Radionova — Thu, 04 Sep 2025 00:00:00 +0300

The article is dedicated to elucidating the role of education in shaping a culture of integrity. Integrity, as a fundamental virtue of human existence, constitutes the value-normative framework of meaningful life-activity within various life-styles, serving as the foundation of the “art of living” as an ideal model within the practices of educational life-creation. Based on the thesis that academic integrity – when understood in the context of spiritual production – is a key indicator of the moral quality of society itself, the article emphasizes the identification of manifestations of non-integrity within the educational environment. By addressing typical forms of academic misconduct, the article seeks to uncover the latent motives that drive young scholars toward plagiarism, falsification, and fabrication of research outcomes. It is demonstrated that effectively countering such manifestations within educational life-creation cannot rely solely on reinforcing external regulatory mechanisms or control over adherence to integrity codes. Instead, the primary focus should be placed on cultivating an internalized imperative to be honest and virtuous—both among agents and recipients of educational activity. In this context, the experience of self-cultivation of the “noble person,” as conceptually defined and practically implemented by Hryhorii Skovoroda in the practices of his own life-creation, is examined. This allows for a more precise delineation of the historical-national specificity and cultural parameters that have shaped the culture of integrity in the retrospective context of Ukrainian society. It is our hope that an attentive engagement with the historical experience of cultivating a culture of integrity will not only reveal the pathological representations of the “successful” scholar figure in the contemporary academic landscape, but also contribute to the development of an effective mechanism for the spiritual renewal of Ukrainian society. Expanding the horizon of this problem requires emphasizing the global implications of educational integrity for the image of Ukrainian education and science. Therefore, the article advocates for the necessity of a deliberate humanitarian policy aimed at fostering a culture of integrity across all levels of societal existence. The role of education is substantiated as a space of life-creation, in which knowledge fulfills not only an instrumental but also a form-generative function.

Image Culture in a Fictional Text: Challenges to the Honesty of Professional Translation

Nadiia Grygorova, Olha Ivashchenko — Thu, 04 Sep 2025 00:00:00 +0300

The translation situation is a combination of the need to accurately convey the original message of its author embedded in the text with the freedom to interpret this message in the context of the language and culture of translation. The set of expressive means of each language implies a certain degree of alternative use of them, which makes it possible to choose the best option to achieve a more accurate understanding of the author’s message, taking into account the specifics of both the original language and the target language. Artificial intelligence (AI), which is increasingly and more often used also for the needs of translation from a foreign language, does not always capture the subtleties of contextual translation tasks. In the situation of professional translation, knowledge of a specific vocabulary inherent in a certain area of special knowledge is not enough – after all, deep knowledge of the translation issues is also necessary. When it comes to the honesty of professional translation of fiction texts, AI is more inclined to circumvent the problem than to solve it. For example, the question of understanding the personalities of the characters of a work of art, their emotions, motivations, etc. is acute. The author’s depiction of these characters often includes indirect characteristics, as well as irony, which sometimes forces us to understand certain characteristics in the exact opposite way. The article analyzes the strengths and limitations of the analytical and hermeneutic approaches to performing tasks of translating visual images. The authors of this article pay special attention to the analysis of the ecological approach in the theory of perception and the significance of its use in forming the culture of visual images, which provides an important methodological basis for successful professional translation of the linguistic expression of visual images. Therefore, the use of AI in translation from a foreign language should be accompanied by an expert assessment by a person who is a specialized professional translator

Anthropological foundations of Edith Stein’s philosophy of education

Andrii Kulyk — Thu, 04 Sep 2025 00:00:00 +0300

The article examines key aspects of the educational philosophy of the eminent German philosopher Edith Stein through the lens of pedagogical and philosophical anthropology. It analyzes how her profound understanding of human nature, spiritual orientation, and pursuit of truth, goodness, and beauty shape her vision of the purpose, content, and methods of upbringing and learning. Particular attention is given to the thinker’s phenomenological approach to education, her philosophy of personal development within the educational sphere, her ideas on fostering a holistic personality, and the role of the educator in unlocking a student’s potential. For Stein, education isn’t merely preparation for life; it’s a mode of being-in-learning, in which the profound meaning of human existence unfolds. The article analyzes Edith Stein’s work “The Structure of the Human Person”, where the philosopher explores the interrelation between anthropology and pedagogy. When examining her views, one cannot overlook the influence and critique of Martin Heidegger’s ideas, particularly his understanding of Dasein and human nature. She criticizes Martin Heidegger, seeing in his ideas a potential for despair and nihilism, which makes the meaningful education of young people exceedingly difficult. Thus, in her reflections on education and the essence of humanity, Edith Stein, engaging in polemics with Martin Heidegger, emphasizes that education isn’t just about adapting to the existing world or preparing for a profession. Learning aims to help students find their rightful place in the world and recognize their unique worth. This outlined pedagogical axiology emerges as a comprehensive concept, placing values and the spiritual development of the individual at the heart of the educational process. Edith Stein proposes unique methodological approaches rooted in phenomenology and a profound understanding of human nature. The German thinker emphasized that an educator must possess the capacity for empathy – the ability to grasp the feelings, challenges, and aspirations of another.

The Problem of Transcendentalist “Adaptation” of the Principle of Ultimate Justification: Transcendental Pragmatics vs Transcendental Phenomenology

Anna Ilyina — Thu, 04 Sep 2025 00:00:00 +0300

The article investigates the conditions and limits of a transcendental reinterpretation of the principle of ultimate (final) justification, carried out within Apel’s philosophical project (where this principle acquires the status of a methodological center), in contrast to the phenomenological version of the transcendental “adaptation” of the idea of Letztbegründung. The author reveals a certain contradiction between the fundamental parameters of transcendental thought (clearly and rigorously represented in phenomenological discourse) and the principle of ultimate justification, which, despite the radicalism of Apel’s attempt at its rethinking in transcendental vein, still remains metaphysically founded. By comparing the transcendental-pragmatic and transcendental-phenomenological approaches to the problem of ultimate justification, she shows that the seemingly metaphysical implications of the phenomenological version of the discourse of ultimate (final) justification are compensated by a number of authentically transcendental moments, primarily such as the splitting of the “instance” of Letztbegründung into consciousness and the given, as well as the non-substantiality of consciousness, which, accordingly, cannot claim the status of ultimate (final) in a metaphysical sense. Alongside the metaphysical foundations of Apel’s thematization of ultimate justification, the author also identifies its pragmatic implications: first and foremost, the primacy of effectiveness and orientation towards results, thus the presumption of feasibility, and therefore completeness, finality – in contrast to the ultimate criticality, reflexivity, and possibilitness as dominant traits of the transcendental attitude. In the course of the comparative analysis, the paper reveals and proves that, while phenomenological discourse includes the ideas of ground and justification, but subordinates them to genuinely transcendental factors, Apel’s approach subordinates the methodological resources crucial for transcendentalism (reflexivity, inquiry into conditions of possibility, self-reference) to the principle of ultimate justification as a kind of “principle of principles” of transcendental pragmatics, which remains rooted in a metaphysical attitude.

Charles Sanders Peirce’s semiotics of truth: modern interpretations in science and education

Taras Mamenko — Thu, 04 Sep 2025 00:00:00 +0300

The article presents a comprehensive analysis of Charles Sanders Peirce’s semiotic theory of truth and its significance for contemporary philosophical, scientific, and educational discourses. The author thoroughly examines the uniqueness of Peirce’s concept, which synthesizes four classical approaches to truth: correspondence, coherence, consensus, and instrumental. Special emphasis is placed on Peirce’s critique of nominalism and his justification of semiotic realism, where truth is understood not as a static entity but as a dynamic result of collective scientific inquiry achieved through the endless process of semiosis – the interpretation of signs. A significant section of the article is devoted to Peirce’s methodological innovations, particularly his theory of inference, which includes abduction (as a creative method of hypothesis formation), induction, and deduction. The author demonstrates how this triad of logical processes forms the foundation of scientific cognition. The article also analyzes Peirce’s classification of sciences, which establishes a hierarchy from abstract mathematics to concrete empirical disciplines. In the educational context, the article highlights the revolutionary potential of Peirce’s ideas, including: The role of abductive reasoning in developing creativity The concept of a “community of inquiry” as a model for the educational process Fallibilism as a methodological principle that redefines the role of errors in learning A semiotic approach to education as a process of continuous sign interpretation The research is based on a thorough analysis of Peirce’s works and contemporary interpretations (Misak, Hookway, Lane, etc.), demonstrating the relevance of his ideas for overcoming modern relativism and integrating philosophical, scientific, and educational practices. Peirce’s theory of truth offers a powerful toolkit for developing critical thinking and collective knowledge-seeking in the digital age.

Personal motivation as a guarantee of educational success: the peaks and falls of the teacher’s authority

Nataliia Fialko, Nataliia Sokolova — Thu, 04 Sep 2025 00:00:00 +0300

Despite the presence of a large number of theoretical studies devoted to motivation in education, in practice, motivation for learning, as well as motivation for teaching, remain unsatisfactory. The authors of the article draw attention to the main reasons for this state of affairs, which characterizes not only Ukrainian education, but is also a problem abroad: after all, today the legitimacy of the entire sphere of education, and above all the figure of the teacher, is carried out not as an academic legitimacy, but on economic, political, legal, cultural, religious, etc. grounds. The authors emphasize that a true teacher can be someone who is capable of mastering knowledge, which includes the ability to find knowledge, carry out its examination, and promote the search for new knowledge. The article demonstrates the shortcomings of totalitarian pedagogy, but also emphasizes the weaknesses of democratic education. The main theories of motivation in education, which are studied by modern educational theorists, are considered: almost all of them pay attention to the secondary legitimacy of education and artificially try to give it a priority role, while the legitimacy of the role of the teacher as a guide to the world of knowledge remains underestimated in these theories. It is demonstrated that the personal motivation of the student is extremely important, but it cannot be self-sufficient and sufficient for educational success: the student’s motivation must be correlated and coordinated with the motivation of the teacher who directs the student to knowledge. It is especially important not only to maintain, but also to strengthen the motivation of students to study in conditions of increasing demotivation to study, associated with the growing capabilities of AI to solve educational tasks. The student either dishonestly transfers the fulfillment of his own educational tasks to AI, or does not see the point in studying at all, because it looks as if AI is able to increasingly replace a person as a specialist.

Disability as a Catalyst for Giftedness: Exploring Crossmodal Plasticity and a Teleological Framework for Understanding Exceptional Cognitive Abilities

La Shun L. Carroll — Thu, 04 Sep 2025 00:00:00 +0300

This paper challenges the traditional dichotomy between disability and giftedness by exploring the potential for sensory loss to act as a catalyst for exceptional abilities in other domains. Drawing on the concept of crossmodal plasticity – the brain’s remarkable ability to reorganize and compensate for sensory deprivation – the paper argues that individuals who experience sensory loss, particularly at an early age, may develop heightened abilities in their remaining senses, surpassing typical levels of functioning. This argument stems from the understanding that when one sensory pathway is compromised, the brain reallocates neural resources to strengthen other sensory modalities. This compensatory mechanism, often observed in individuals with blindness or deafness, can lead to enhanced perceptual abilities in areas such as auditory processing, tactile sensitivity, or spatial navigation. The paper proposes a teleological framework for understanding giftedness in this context, suggesting that exceptional abilities arising from sensory loss serve a compensatory function, enabling individuals to navigate the world effectively despite their impairments. This perspective challenges the notion of giftedness as solely an innate trait, highlighting the significant role of environmental factors and neural adaptation in shaping human potential. By presenting evidence from existing research on crossmodal plasticity and anecdotal examples of individuals with sensory impairments who have developed extraordinary abilities, the paper encourages a more nuanced and inclusive understanding of human potential. Ultimately, the paper calls for further research to fully explore the implications of crossmodal plasticity for understanding the complex relationship between disability and giftedness, advocating for a strengths-based approach that recognizes and nurtures the unique talents of all individuals, regardless of perceived limitations.

Philosophical and educational reflections of ancient Greek peripatetics.

Vitalii Turenko — Thu, 04 Sep 2025 00:00:00 +0300

The article presents, for the first time, an academic translation of selected fragments from Theophrastus’ works from classical languages into Ukrainian, accompanied by a comprehensive analysis of his philosophical and educational views. Through the translation and philosophical-philological examination of Greek and Latin sources, the author demonstrates the depth of Theophrastus’ reflections on the nature of education, its moral and social significance, and the ethical responsibility of the individual in choosing a life path. Central to the study is the concept of paideia as a civilizational factor that enables a person to overcome innate ignorance and wildness, thereby cultivating the capacity for social coexistence, moral reflection, and harmonious being. Particular attention is devoted to Theophrastus’ critique of superficial display unbacked by inner virtue, and to his condemnation of careless attitudes toward life choices, which he views as leading to personal degradation. The analyzed maxims and aphorisms highlight the formative power of modesty, the importance of self-respect, and the necessity of sustained effort in attaining reason and virtue. This approach allows the author to introduce the modern reader to the context of ancient Greek ethical thought, in which education is regarded not merely as a vehicle for knowledge transmission, but as the foundation of moral development—an idea that remains relevant in today’s world. It is demonstrated that Theophrastus views indifference to learning and moral self-improvement as a serious ethical failing that not only leads to individual decline but also undermines the social fabric of communal life. The article also substantiates that Theophrastus’ concept of education involves a close interconnection between the external and the internal – beauty without virtue loses its value, while genuine moral growth is achievable only through self-respect, modesty, and persistent learning. These insights affirm the enduring relevance of Theophrastus’ philosophical and educational ideas within contemporary pedagogical and ethical discourse.

With Mind – into the Future.

Nadiia Korabliova — Thu, 04 Sep 2025 00:00:00 +0300

Review of the monograph of the rector of the Dragomanov Ukrainian State University, Full Member (Academician) of the National Academy of Educational Sciences of Ukraine, Corresponding Member of the National Academy of Sciences of Ukraine, Doctor of Science in Philosophy, Professor Viktor Petrovych Andrushchenko “Educational Odyssey of the Mind. Kyiv: Znannia Ukrainy 2025, 524 p.”

Semantics of Colours: Ontological, Epistemological Dimensions.

Anna Laktionova — Thu, 04 Sep 2025 00:00:00 +0300

A review of the Ukrainian translation of Ludwig Wittgenstein’s work (of the so-called “late” period of his legacy) “Remarks on Colours” (1950–1951), published in 2025, is dedicated to understanding the different positive consequences of this event in the Ukrainian philosophical, humanitarian, scientific, artistic, pedagogical, educational, and other spaces. After all, the topic of philosophical reflection on colors turns out to be diversely significant. L. Wittgenstein is one of the founders of the analytical Anglo-American philosophical tradition of the 20th century. He is a genius of philosophy beyond time and traditions; therefore, the completed translation is an undoubted achievement in the general Ukrainian cultural life. L. Wittgenstein’s work “Remarks on Colour”, translated into Ukrainian, was reviewed by the author of this review in the general context of his work, taking into account the ambiguities of its interpretations in semantic, ontological, epistemological dimensions. Semantics, the ways in which our words mean, weigh, become significant – is emphasized as a key to other philosophical dimensions, which are peculiarly actualized by L. Wittgenstein’s work. In the work “Remarks on Colour”, the general methodological guidelines of the philosopher are applied and tested in the special context of visual perception. The general background of this review is the long-term research and the interpretations of L. Wittgenstein’s views in the general context of his life’s work defended by the author.

A Mosaic of Secularization through the Lens of Education:

Viktoriia Kryshmarel — Thu, 04 Sep 2025 00:00:00 +0300

This review examines the interdisciplinary volume “Educational Secularization within Europe and Beyond: The Political Projects of Modernizing Religion through Education Reform” (edited by Mette Buchardt, 2025), which explores processes of educational secularization from historical and cultural standpoints. The contributions to the volume emphasize the political dimension of secularization, not merely as the institutional separation of religion from the state, but as a mechanism for shaping civic consciousness through the reconfiguration of educational frameworks. The volume spans a broad geographical scope – from Western Europe to the Middle East, Africa, and the post-Soviet space – and covers a wide temporal range, from the early modern period to the early twenty-first century. The studies engage with a variety of actors, including religious orders, state authorities, secularist movements, and pedagogical reformers, thereby capturing the multifaceted interplay between religious and secular influences in education. Particular attention is given to moral instruction, textbook content, didactic methods, and evolving frameworks of values and identity within national and ideological projects. Theoretically, the volume is grounded in a distinction between institutional and cultural secularization, foregrounding the ideological negotiations and compromises that emerge in specific historical contexts. Rather than presenting secularization as a linear or universal process, the contributions demonstrate its contingent, often contested character, oscillating between emancipatory aspirations and normative control. As such, the volume constitutes a significant contribution to contemporary debates on secularism, offering new perspectives and methodological tools for analyzing religion in educational settings amid shifting political and cultural paradigms.