Filosofiya osvity. Philosophy of Education <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> en-US <div class="copyright_notice"><br> <ul>Authors who publish with this journal agree to the following terms: <li class="show">Authors retain copyright and grant the journal right of first publication;</li> <li class="show">Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowl­edgement of its initial publication in this journal.</li> </ul> </div> (Людмила Горбунова (Lyudmyla Gorbunova)) (irvc vntu) Fri, 06 Dec 2019 12:18:21 +0200 OJS 60 Political Implications of Philosophical Pedagogy. <p>The article proposes the critical analyses of the P. Mehring conception of philosophical pedagogy founded on the German idealism and Humboldt’s philosophy of education.&nbsp;&nbsp; Transformations of the philosophical pedagogy are considering on the background of organizing changes in the education in the industrial and post-industrial contexts with regard to its meaning, logics and causes. The advantages of the interdisciplinary approach are proving on the problem field of the philosophical pedagogy in times of its rising and falls.The restoration of philosophical pedagogy of the early and developed industrialism is proposing with its&nbsp; idealistic and institutional paradigm&nbsp;&nbsp; (Humboldt-Hegel-Spranger) and the alternative one – the critical anti-institutionalism(Nietzsche -Adorno-Foucault), The heuristic metaphor&nbsp; of the invention of freedom shows on the political&nbsp; engagement of&nbsp; philosophical pedagogy&nbsp; what has both the negative and positive aspects. Some political pathologies of the state in the early post-industrial societies need pedagogical treating. That is why the revival perspective of philosophical pedagogy is inquiring.&nbsp; For this case some actual ideas of W. von Humboldt and its transformations are used to show the risks and dangerous of educational reforms in the post-industrial contexts.The Kantian and Hegelian transformations are researching with the aim to show different tendencies of the development of education in philosophical reflections of pedagogical issues with political consequences regarding as possible paradigmatic changes which can exist as complementary ones.&nbsp; The coherence of political and pedagogical ideas can exist in different constellations pursuing different purposes. The pedagogical construct of freedom as autonomy was often used in the political programs and political decisions, but the political reason is also an important factor for the transformations of contemporary educational systems and practices. The pedagogical construct&nbsp; of freedom foresees the autonomy of educational institutions and independency of individual which cal be lost by his transforming to a&nbsp; Wikipedia-citizen.</p> Maria Kultaieva ##submission.copyrightStatement## Wed, 04 Dec 2019 00:00:00 +0200 Education for Sustainable Development: Towards a Concept and Methodology <p>The context of global transformations related to overcoming systemic crises and contradictions and the transition of mankind to a new way of civilizational development requires the development of a policy of sustainable development of society and relevant transformative strategies for the development of education, which are already specified within of projects and programs of international organizations (UN, UNESCO, UNESCO, UNESCO, EC) as a list of key competences (“21st century key competences”, “transversal competences”, “transcultural competences” , “competence of sustainable development” and the like). According to an analysis of the educational competencies offered to national societies, integrated into specific systems and clusters, almost all of them relate to the processes of formation and transformation of individuals as integral subjects of knowledge and action within the framework of communicative strategies for sustainable development and formation of global civil society.</p> <p>On the agenda are the tasks of research and integration into the Ukrainian educational policy and the practice of teaching new concepts and theories research and integration into Ukrainian educational policy and practice of teaching new concepts and theories as worldviews and methodological opportunities for updating the content, forms and methods of education and upbringing of Ukrainian youth as members of global civil society, as citizens of sustainable development in a relentless and inclusive environment internationalization of social life.</p> <p>The article, based on the anniversary report of the Club of Rome in accordance with the proposed policy of the “New Enlightenment”, with reference to the documents of the UN and UNESCO, the works of eminent scientists and specialists in the development of education, considers the international concept of education for sustainable development as the basis for modern educational policy at the national, regional and institutional levels, as a key tool for achieving the Sustainable Development Goals,&nbsp; discuss&nbsp; the basic principles of integrative thinking as transversal, important aspects of the future education system, key inter-disciplinary&nbsp; competencies, key educational approaches&nbsp; with a focus on transformative learning.</p> Lyudmyla Gorbunova ##submission.copyrightStatement## Wed, 04 Dec 2019 00:00:00 +0200 Human-Dimensionality and Values of Higher Education: Strategies for the Future of Complexity and Sustainable Development <p>The article is dedicated to the philosophical consideration of higher education and its development strategies under the situation of complexity and the need to enable a sustainable future. It is argued that the situation in question is characterized by the uselessness of any ready-made solutions and even pre-available knowledge and methodology. In the very field of professional activities, the competence of a specialist relies not so on vocational skills as on one’s critical thinking and creative abilities. It is concluded then that answering the calls of today’s global crisis requires higher education to face the transformation of its system of goals and values in order to enable the achievement of not just purely professional development of a graduate, but that of overall cultural background, the development of one’s personality. That still corresponds with the classical notion of the mission of university, but not with the linear methodology of the Modernity age aimed at standardization and unification that features mostly excessively mechanistic approach to the educational process, while accentuating applied professional competencies and neglecting the profound core, the ideal of the all-around developed human person. The author argues that such a task could be realized basing on the methodology peculiar to the post-non-classical type of scientific rationality that is oriented on human personality and his or her values. That feature could be called human-dimensionality: the appeal towards unique personalities of each student, as opposed to standardization, and with not only one’s mind and reason taken into account in higher education, but one’s will and emotions as well. The closeness between values of higher education and the ethos of science is demonstrated, with the growing numbers of students violating the norms of academic integrity serving as an example of a disastrous effect of the lack of general culture for professional activities. The role of philosophy and humanities in higher education is said to be rehabilitated and renovated.</p> Yurii Alexandrovich Mielkov ##submission.copyrightStatement## Wed, 04 Dec 2019 00:00:00 +0200 Institutional Principles of Academic Integrity: philosophical and legal conceptualization <p>The notion of academic integrity fulfills the mission of a peculiar enzyme-catalyst of systemic social changes - not the only one, but one of the most important in modern society, which is at the same time a society of knowledge, an information society and a society of risk. If the correct understanding of academic integrity can provide us with a lot of benefits, then its misunderstanding and even inaccurate interpretations can lead and already lead to socially undesirable consequences.</p> <p>We propose to understand academic integrity (especially considering its specific interpretation in Ukraine) as an integral characteristic, the core of which is a certain moral integrity of a person as his/her commitment in keeping its own principles, and its necessary, attributive consequences-characteristics is the dignity of a person who seeks to find the truth through knowledge, and also performative excellence, virtuosity in achieving this goal, perfect knowledge management, and on this basis – practical achievement, pragmatic focus on the truth.</p> <p>The only reliable way of asserting academic integrity is the full dimension functioning of academic institutions: universities, research institutes, academies. Academic establishments should carry out those invisible but constant and persistent "nudges" (according to Richard R. Thaler’s terminology), peculiar soft, but unambiguous pushes for everyone who begins to engage in academic affairs, toward a support of academic values. It is in this ultimate sense that the institutional purpose of academic integrity is to preserve and promote academic values.</p> <p>The success of the institutional protection of academic integrity is critically dependent on the successful conceptualization of the functioning of these institutions, that is, first of all, the achievement of a clear certainty with the basic concepts used in such conceptualization. The concept of academic integrity should receive a constant new conceptualizations, and therefore the imperfect current application by most participants in the struggle for academic integrity in Ukraine is not critical - the presence or absence of desire of each of them to improve their own understanding of academic integrity is critical, rather than dogmatically stopping on its partial interpretation that precisely because of this incompleteness inevitably leads to its practical misuse.</p> Mykhailo Ivanovych Boychenko ##submission.copyrightStatement## Wed, 04 Dec 2019 00:00:00 +0200 Democracy in education: an ideal being or a pedagogical reality? <p>This article is dedicated to the presentation and analysis of the results of the Democracy in Education survey (February 2019) conducted within the project “Development of a Culture of Democracy in Teacher Education in Ukraine, Norway and Palestine”. The research is one of a comprehensive attempt to analyze the range of definitions of democracy in education, visions of its place in the educational environment, and the obstacles to implementing democracy in the teacher training process. The analysis showed that there were some challenges - the dominance of a "thin" understanding of democracy among the Ukrainian educational community and teaching <em>about</em> democracy, the presence of the Soviet system's rudiments in the modern educational environment, the presence of some alienation of knowledge about democracy and narrowing them to a separate discipline. So, there is a need in developing strategies for overcoming them.</p> Tetiana Matusevych, Larysa Kolesnyk ##submission.copyrightStatement## Wed, 04 Dec 2019 00:00:00 +0200 Philosophy of life in successful community <p>Historical experience and scientific researches witness that both an individual’s life success and a country’s prosperity and the living standard of population depend not on the quality of education itself, but on its effectiveness. The effectiveness of education, in turn, is determined by a social productivity of science, which can be presented elementarily by such a simple indicator as a number of Nobel laureates. The USA holds the leading place among countries in this area. Thus, the United States is the country that can maximally ensure human development, and most importantly – a realization of human natural gifts and an acquisition of appropriate material welfare. This is evidenced not only by the high level of science development, but also by the phenomenon of a success of a number of immigrant communities compared with the US European population. The most successful ethnic groups in the United States are Jews, Indians, Chinese, Nigerians, Cubans, Iranians and Lebanese. Particularly impressive is the success of the Nigerians and Cubans against a background of comparatively small achievements of the African and Latin Americans. It has been found that all most successful ethnic groups in the USA have three mental traits: a superiority complex, an insecurity, and impulse control. The superiority complex lies in deep inner confidence in an uniqueness of your community compared to others. This confidence can be based on religion, majestic history and culture, origin, and so on. Insecurity means anxiety uncertainty in its significance in society, concern about a lack of results of its activities. Key sources of insecurity are scorn by other communities, fear and parents’ pressure. A scorn by the people of a strange country and its own indignation in this regard may be the most powerful incentive for growth. The second source of the insecurity is fear of being unable to survive in a strange country, which can lead to despair, paralysis of will, capitulation, even shame. But it can also cause a completely different reaction – an urge to rise, earn money, reach power, either to become successful here, or to have same means to escape. The third and most common source of the sense of threat in successful immigrant communities is the pressure from parents to children to be succeed. Parents bring up children's to conviction that success, foremost in learning, is a responsibility of family honor, as well as protection from an uncertain and hostile world. Impulse control means an ability to withstand various temptations, especially the temptation to relinquish difficulty and challenge a difficult task rather than to perform it. No human society can exist without control of impulses. However, it must be remembered that individual control of impulses is just a futile austerity. Success is only possible as a result of combining all three principles – a conviction of superiority, a sense of threat, and an impulse control. Philosophy of a successful life is an extremely effective means of achieving a high social status, if it is important for you. However, it should be used only to succeed. After this it is necessary to get rid of success philosophy, because in the future it can cause a pathological drive to extremes. The experience of bringing up children in the successful communities of America will undoubtedly be useful in the current reforming of Ukrainian education.</p> Valentyn Mychailovych Pomohaibo ##submission.copyrightStatement## Wed, 04 Dec 2019 00:00:00 +0200 Functional load of culture and art in the existence of man due to existential pragmatism <p>The paradox of the existence of something that was presented in the experience of man is that every phenomenon is variable and unchanging at one time. Consequently, it becomes clear why the relevance of the study of "eternal" questions, which it seemed could be found unambiguously, is constantly maintained. And so stop any searches by establishing the truth. At least the research is always in changing circumstances and conditions, and therefore their acquisitions constantly highlight different faces of the same. This statement, of course, also applies to the phenomenon of culture and art. Being irrefutable companions of the existence of man as a personality, and on the other hand - in its plural, these phenomena are constantly changing.</p> <p>Meanwhile, the establishment of their optimal functional load in the discrete period of human existence promotes the fullest possible orientation of the last in the current being. In particular, it allows us to form, so to speak, a productive impression of the permanent content of the existence of both: a particular person and the human community as a whole. This way helps people to maximally use their efforts and energy throughout their existence, directing them to the path of self-realization (implementation of their own projects) and (self) improvement.</p> <p>Therefore, the main focus of the article is on understanding culture as such an existential continuum of man / mankind, which is at the same time a "creation" of a subject different from man and a "product" of the creative activity of man in his own weight. In this case, culture appears to be some global and profound cause of social improvement and (or degradation) of man / mankind, since it is somehow opposed to the pure nature of man. That is, there is a certain incompatibility between the pure nature of man and the cultural form of its existence, which gives rise to stress, and the latter becomes the driving force for change. Art, in this case, serves as a kind of intermediary between the integral, that is, perfect in the context of any value-moral system, and ordinary person. In addition, art is a kind of litmus test that allows you to determine the level of "toxicity" of the cultural environment in particular.</p> Volodymyr Kaluha ##submission.copyrightStatement## Wed, 04 Dec 2019 00:00:00 +0200 Language and poetics: analysis of the conceptions of A.A. Potebnja’s followers. Part I: A.A. Potebnja, V. Kharzeev, B.A. Lezin <p>In 1907 – 1923 in Kharkov a non-periodical collection of works of the so-called "Kharkov school" – the followers of A.A. Potebnja and A.N. Veselovskiy – was published. Its title was "Questions of Theory and Psychology of Creativity". This article deals with the works included in this collection and in one way or another connected with the theory of poetic creativity. I show that some ideas of the researchers of the "Kharkov school" are still relevant for the philosophy of poetic creativity and philosophy of education and analyze the relevance of A.A. Potebnja’s, V. Kharzeev’s and B.A. Lezin’s works for the contemporary philosophy.</p> <p>A famous linguist of the 19th century A.A. Potebnja (now a classic of philology), considered language to be an elementary form of poetry. Language, he believed, is poetic in its essence; a word is the simplest, most elementary form of a poetic work. Word as a poetic work originated in the prehistoric times and continues to re-emerge in everyone who speaks and hears nowadays. According to Potebnja, understanding takes place in such a way: the meaning of a word is not directly transmitted from the speaker to the listener, but the spoken word of the speaker induces the birth of meaning in the mind of the listener from its own semantic stock, semantic reserves. Therefore, both the pronunciation (birth) of a word by a speaker (teacher) and the understanding of it (rebirth) by a listener (student) is a creative act: in verbal communication a movement of thought takes place. In the article, the relevance of some ideas of such of Potebnja’s followers as V. Kharzeev, B.А. Lezin for the leaching process is also studied. Kharzeev in detail considers such tropes as metonymy, synecdoche and metaphor from the point of view of their use in literary poetry. But the main Kharzeev’s achievement is precisely the descriptions and analysis of the elementary forms of poetry, which is the language (word) functioning according to the laws described above by the author. Lezin considers creativity as a kind of economy of thought. His ideas on creativity seem valuable for the philosophy of education.</p> Julia Morkina ##submission.copyrightStatement## Thu, 05 Dec 2019 00:00:00 +0200 Folk proverbs in communication culture courses: broadening the philosophical and axiological context of learning <p>Higher education in Ukraine is focused not only on the formation of specific competencies of future specialists, but also on the development of communicative competence, which in necessary for a modern specialist in any professional activity. Therefore, the improvement of training courses on the culture of communication is an actual pedagogical task. Improvement may consist in expanding the philosophical and axiological context of these courses. Such a context creates conditions not only for learning, but also for educating specialists of new generation. To this end, a methodology was developed and tested to introduce folk proverbs with relevant sentences into the courses on the culture of communication. In addition to the practical feasibility of this pedagogical initiative, it also sees a socio-philosophical content. This content is revealed through the understanding of the functions of proverbs in the communicative space of culture in the discourse of the paradigm of theatricality of being. Studies show that in the “theater” of being, folk proverbs are actualized in two aspects: 1) ontological, as “scenarios” of possible life situations and their consequences, which were interpreted popular wisdom; 2) dramaturgical, as “remarks”, capable of filling the “dialogue”/communication with a certain meaning, as a language artistic gesture. Both of these aspects imply an axiological aspect, since they create conditions for the transmission and consolidation of certain values inherent in the national culture. Combining all these aspects in the practice of introducing Ukrainian proverbs into communication culture courses contributes to the formation of additional competence among students - the ability to actualize cultural heritage in the modern conditions of social activity. Expansion (in perspective) of this practice through familiarizing students with similar proverbs of other nations will create the foundation for more effective inter-ethnic, intercultural communications.</p> Lada Prokopovich ##submission.copyrightStatement## Wed, 04 Dec 2019 00:00:00 +0200 Human calling in the contemporary world: responsibility and expected competencies of educators <p>The research focuses on calling phenomenon in the context of the tasks of school reform, definition of the ways of development and motivation of educators. The study analyses social, cultural and humanity aspects of the idea of human calling in the contemporary world as well as the tasks of educators in forming of the system of appropriate competencies of students. The practical issues and international experience of taking into consideration of calling factor in education of teachers and the possibility of use of calling criterion for the assessment of professional suitability of teachers are examined. In particular, the experience of the National Council for the Accreditation of Teacher Education (NCATE) in the USA confirms the necessity of measuring not only the knowledge and psychological qualities of the potential teachers, but also of evaluation their ethical virtues. Therefore, if some teachers do experience a calling, it would fall under the “virtue ethics”.</p> <p>Regarding to the personal nature of the phenomenon of calling and moral autonomy of the person, it is unreasonable and unmoral to implement a formal requirement of calling from the candidates for any job. Whereas in the system of the professional evaluation, in particular in education, the criteria of ethical virtues and attitudes to work has to be formulated as for the indirect manifestations of the experience of calling of a personality. Such indicators are: passion – abilities – their practical implementation – the aim of social benefit. The list of personal virtues corresponding to the experience of calling in education framed as following: open-mindedness, love to children, respect, sympathy, tolerance, objectiveness, honesty, fairness, insistency, responsibility.</p> Yevhen Ivanovych Muliarchuk ##submission.copyrightStatement## Wed, 04 Dec 2019 00:00:00 +0200 Mathematical competencies in a new Ukrainian school – appealing troubleshooting <p>The article gives a brief description and results of the study of the Lviv region teachers of mathematics opinion on the possibility and necessity of a competent approach to the formation of the content of mathematical education in the new Ukrainian school.</p> <p>A competent approach to reforming Ukrainian schooling under the slogan of the "new Ukrainian school" is one of the main "cross-cutting lines" of reform, and now its relevance determines its specification in relation to certain disciplines of the school curriculum – which is the subject of this article.</p> <p>As part of the implementation of this approach, at the Faculty of Natural and Mathematical Education of Lviv Region Institute of Postgraduate Pedagogical Education, in the period 2015-2019, the study of the subject competences of pupiles, in particular mathematical ones, was conducted. The purpose of the study was to find out the attitude of mathematics teachers to the competent approach in general and their vision of the mathematical competences of students in particular. In the process of studying with mathematics teachers - pupiles of advanced training courses at the institute, a broad discussion was held on the content of the concept of "mathematical competence", which was the main object of the study.</p> <p>As a basic principle, it is advisable to specify a competent approach, the principle begun in this approach in the English-speaking countries, primarily in the United Kingdom and the United States, suggests, since in our lexicon we borrowed the term "competence of pupiles " precisely from them. This is characteristic of the Anglo-Saxon philosophy of education, the principle of practicality (for the benefit of oneself): the so-called "Utilitarianism" in the British version and "pragmatism" in the American version. Teachers who participated in the study suggested replacing the outdated Soviet principle of polytechnics, calling it the principle of practical life. As a result of his discussion in applying to the content options of school mathematical education, teachers have identified five cross-cutting content lines of this education: arithmetic, algebraic, geometric, stochastic and logical.</p> Inna Belinskaya, Oleh Hirnyi ##submission.copyrightStatement## Wed, 04 Dec 2019 00:00:00 +0200 Pedagogical profile of a pupil: occurence vs phenomenon <p>Based on the analysis and comparison of the concepts «occurrence» and «phenomenon» in philosophy and pedagogy, the pedagogical profile is substantiated as a phenomenon that differs from occurrence by comprehension, analysis, generalizations, and conclusions. It has been substantiated that the phenomenon in pedagogy is an occurrence that: 1) has its own history, 2) is clearly defined, and 3) its existence has an impact on the subjects of the pedagogical process and the development of pedagogical science. It has been proved that the problem of pedagogical characteristics was developed by the leading domestic educators and psychologists of the middle of the XIX — the second half of the XX century. It has been emphasized that the pedagogical profile has been used in the educational process since the beginning of the twentieth century. It has been concluded that, like every scientific pedagogical phenomenon, the pedagogical profile is subject to operationalization and a holistic study with the definition of the subject, object, chronological boundaries, carrying out of the historic and graphical search, coverage of the contribution of scientists — teachers and psychologists — in its development, a comprehensive analysis of the structure, content and the use of characteristics in educational institutions in different historical periods. The author's definition of pedagogical profiles as a phenomenon that appeared in the second half of the nineteenth century and was further developed theoretically and methodically by teachers and psychologists O. Lazursky, S. Rubinstein, B. Baev, V. Sukhomlinsky, and others; it is a kind of text in which the value judgments about a pupil are substantiated; it has a structure of the text-reasoning, in which the traits of character and the personality of the pupil are indicated, the arguments are concrete facts of life, the behavior of the pupil, obtained as a result of a long systematic study of the pupil through observation and special research, and the conclusion — pedagogical recommendations, advice on further work with the pupil.</p> Oleksandr Mikhno ##submission.copyrightStatement## Wed, 04 Dec 2019 00:00:00 +0200 Pietism and Education in the Life and Work of Fritz Jahr <p>A little bit more than twenty years ago, the attention of bioethics community was attracted by the discovery of the work of Fritz Jahr (1895-1953), a theologian and teacher from Halle (Germany), who had conceived both the term and the discipline of bioethics (Bio-Ethik, 1926) by broadening Kant’s categorical imperative onto animals and plants. Today, dozens of papers deal with Jahr’s bioethics ideas, but his work related to other topics remains almost unknown. In the present paper, we address Jahr’s article from 1930, devoted to education ("Gesinnungsdiktatur oder Gedenkfreiheit? Gedanken über eine liberale Gestaltung des Gesinnungsunterrichts" [Dictatorship of worldview or freedom of thought? Considerations on the liberal structuring of teaching of attitudes]). In the article, published in Die neue Erziehung, Jahr advocates a set of ten quite progressive and free-minded principles, including objectivity, pluriperspectivism (verschiedene Gesinnungseinstellungen), tollerant dialogue, autonomy, rationalism, liberalism, and democratization of education system and of the development of worldview at school. We devote particular attention to the comparison of Jahr’s ideas to the doctrine of Pietism and August Hermann Francke, who established the Foundation in which Jahr spent a significant part of his life, first as a student, and later as a teacher.</p> Amir Muzur, Iva Rinčić ##submission.copyrightStatement## Wed, 04 Dec 2019 00:00:00 +0200 Urban Bioethics Plan: Studies for the Conscious Citizen <p>The analysis of urban bioethics in the article is carried out through urban practices. In turn, through such life practices there is an awareness of bioethics in general. Three main characteristics of urban bioethics are being revealed – Inclusion, Integration and Transdisciplinarity. Inclusion is a restless screenwriter of “inclusion” of citizens, where urban bioethics explores the experience of using the principles of bioethics in everyday life. Integration reveals integrative mechanisms for uniting communities to develop a strategy for the development of a city and society as a whole. Transdisciplinarity explains the mechanism of the transcendent space, combining the diversity of languages, specialties, cultures and the like.</p> <p>The urban bioethics plan aims at discussing civic thought in solving problems including both a bioethical nature and an urban context. Which forum is better for such discussions? We offer InplatBio - an integrative bioethics platform that has online and offline life in the city. The most promising theories for debates on bioethics are the ones that call upon citizens or officials to justify any requirements for collective action, giving reasons that may be acceptable to those who are connected by action. This concept has become known as deliberative democracy. InplatBio is an involvement of conscious citizens to work together in the community, for an ongoing, general, thoughtful and competent discussion of problems and their joint solution.</p> Hanna Hubenko ##submission.copyrightStatement## Wed, 04 Dec 2019 00:00:00 +0200 Upbringing – why? <p>This conversation by social philosopher Theodor Adorno, a representative of the critical theory of society, with Hellmut Becker, a political publicist and theorist of education, took place in 1966 and was published in the collection of Theodor Adorno`s philosophical and educational works&nbsp; Upbringing to responsibility. By this conversation Adorno and Becker critically examined the many aspects of the then West German education, which they believed did not fulfill their main task – it did not encourage the representatives of West German youth to become socially active people. According to Adorno and Becker, then education did not upbringing them as members of a democratic society, as people who must independently apply their own minds in a society whose democratic changes must be completely unchanged. Reflecting on the goal of proper education, these German intellectuals have defined the essence of democracy as the embodiment of such political governance, which requires the active use of intelligence by any member of society. Thus, the consciousness of an individual, activated by the educational effect of education on himself, education, which understands the correct purpose of its work, can withstand the influence on itself of the social ideology of a conformist society, the reality of which has distinct signs of cultural stagnation. Adorno and Becker agreed to call such man as responsibility man. However, in their&nbsp; opinion, education that holds on the traditional principles of upbringing leads to the formation of such a rational adaptation of man to the social world, which only increases the extent of its conformism. They also called the consequence of the influence of this social ideology on the human consciousness of her inability to hold on to the experience has gained in the society that makes a person a thing. Therefore, these German intellectuals drew attention to the phenomenon of primary and preschool education of the child, also noted the peculiarities of the period of puberty, suggesting that they be understood as possible factors for the successful overcoming of traditional upbringing. According to Adorno and Becker, by making to updated upbringing, the new education must effectively apply in its process the spontaneity of personal thinking of man. At the same time this unity of education and education effectively enabling the process of individualization of a man and will destroy the ideological tendency to preserve the principle of anti-individualism in the upbringing. This will happen due to the active participation of the new individuum, a person who is able to consciously resist any ideological influences on the collective consciousness of society.</p> Theodor W. Adorno ##submission.copyrightStatement## Wed, 04 Dec 2019 16:32:09 +0200 The Note on the Humanities and Education <p>The article “The Note on the Humanities and Education” by the german social philosopher Theodor Adorno, a representative of the critical theory of society, was published in 1962. In this philosophical-educational work Theodor Adorno continued the preliminary theme of his critical consideration of the unity of the elements of the culture of the industrial-mass society, which contribute to establishment in social life of industrial-mass ideology as completely dominant. In his philosophical-educational works Theodor Adorno also carried out a critical attack on the school and university education of post-war West Germany. According to the philosopher, this education remains traditionally unchanged, which makes it impossible for any serious anti-ideological transformation in its system. Such changes because of updated educational process could have contributed to the upbringing of a young citizen, a conscious and active participant in democratic transformations in the post-totalitarian society. However, according to Theodor Adorno, the educational process in the unreformed university remains controlled primarily of the agents of the scholarly consciousness, which in no way contributes to the anti-ideological upbringing of students. &nbsp;In this work Theodore Adorno noted the special significance of the humanities, which in German are translated as “sciences about the spirit”, which traditionally present in German university education. In his opinion, the humanities, as the sciences about the spirit, because of the prevalence in the educational process of the “dictates of the scientific ideal” lost the presence in itself of a factor of the individual human spirit. Theodor Adorno called of the signs of the presence of such a phenomenon in university education: the absolute priority of scientific research among humanities study, the lack of personal pedagogical work of a university teacher with a student of humanities, the tendency of struggle of the agent of the reified scientific consciousness against any different knowledge, the unity of the social and theoretical conformism of the agent of that conceptual consciousness. As in his other philosophical works, Theodore Adorno proposed to perceive of personal activity of a human, what is due to the strength of his individual spirit, the natural factor that is capable of conducting a continuous personal struggle with negative phenomena in education, which ideologically influence to the educational process at the university and in education in general.</p> Theodor W. Adorno ##submission.copyrightStatement## Wed, 04 Dec 2019 00:00:00 +0200 Interview with Associate Professor of Rijeka University Iva Rinčić <p>Interview with associate professor Iva Rincic feels like meeting a close-minded person on a very long journey. Meet and feel that you are “on the same page”. What is urban bioethics? How is it different from bioethics in general? &nbsp;What is this “Project on Bioethical Urban Life Standards: The City as the Basis for Ethics Life”? – are the main points laid down in the conversation.</p> <p>So, during the interview, you will find out that despite the fact that bioethics is perceived as a modern version of biomedical ethics, originally it covers a much wider area of ​​interest. Bioethics implies moral obligations of people not only to each other, but also to everything living (animals and plants) (F. Jahr (1926)). This is the science of survival (V. R. Potter (1971)). If we see bioethics in this way, then urban life is necessary as a (bio) ethical object, purpose and scope, and "the city as a living creature that is constantly growing and transforming." Within the framework of the project the main goal is to create a list of urban bioethics standards. In order to activate the mechanism of urban bioethics, Iva talks about such valuable characteristics of local people as Responsibility, Committment, Awareness, Trust, Belonging.</p> <p>The project “European Bioethics in Action” fed into the list of bioethical standards. Iva Rincic also presented a list of 97 standards that determine relationships between animals, plants, people and environment. Further this list will be simplified for residents of the city. Iva wants all citizens to be included in these lists. She is also sure that this is the only way to have a rather bright tool to achieve bioethical city in the future.</p> Hanna Hubenko, Iva Rinčić ##submission.copyrightStatement## Wed, 04 Dec 2019 00:00:00 +0200 In an orbit of the European philosophy of education: a look from within the Ukrainian participant of the congress of 2018 <p>The author of article shares the impressions of participation in the 8th congress of the Polish society of philosophical pedagogics of Bronislav F. Trentovsky devoted to the 100-anniversary of the Polish philosophy of education which took place with participation of communities of Poland, Great Britain, Ukraine. Acted as organizers the Ministry of science and the Higher education of Poland, Ministry of Education and Science of Great Britain. The attention to communities of theoretical philosophical and cultural approaches of the European researchers, but different results in practical activities of scientific and practical workers is focused that can be tracked by results of sociological researches on questions of priorities of the choice of training in higher educational institutions of Europe and, in particular, Poland. They testify in favor of the choice of the Polish higher educational institutions and desire of the Ukrainian students graduates to remain after the end of training in Poland. The purpose of article is identification of methodological opportunities of the analysis of an educational perspective diversely of communicative action of Jürgen Habermas which allows to consider educational institutions together with subjects of communicative and strategic actions.</p> <p>In conclusions it is emphasized that the regulatory construct of perfect communicative community offered by Habermas focuses agents and addressees of educational and educational actions on reaching consensus in understanding of prospects of development of educational institutions. At the same time, this theory demands addition with methodological practices of N. Luhmann in which theory of self- reference social systems educational institutions and, first of all, an educational system, are considered as self-reference communication during which internal paradoxes educational and educative the practice which are wrongly interpreted in system self-descriptions as organizational and institutional and such which demand reformatory efforts from the outside though it is possible to eliminate such paradoxicality through selection of meanings of own autopoiesis come to light.</p> Valentyna Volodymyrivna Sahuichenko ##submission.copyrightStatement## Wed, 04 Dec 2019 00:00:00 +0200 Bioethical Debate, Reflections and Standards. Urban Bioethics spotlight <p>The process of creation of a new direction in bioethics - urban - is extremely important in the global world.&nbsp; Ukraine, as a post-socialist country, is a perspective field for urban researches. On the one side, it has a bright, specific culture, and on the other, the “invisible” citizens, whose voices remain unheard during the transformational modern conversions.&nbsp; Participation in the conference on May 17-18, in Rijeka, is an opportunity to study the experience of different countries, different economic systems, etc.&nbsp; to increase attention and understanding of the cultural and value context on the example of the particular urban cases.&nbsp; The analysis of the conference does not pretend to enlighten the contents of the conference comprehensively, but rather to highlight the own impression of participation and to encourage discourse in the field of new bioethics direction.</p> Hanna Hubenko ##submission.copyrightStatement## Wed, 04 Dec 2019 00:00:00 +0200 Philosophical and Historical Vision of Educational Researches <p>The article provides an analytical review of the monograph “Education and “Pädagogik”: Philosophical and Historical Reflections (Central, Southern and Southeast Europe)” edited by Slovak professors B. Kudláčová and A. Rajský. This collective monograph is the result of the creative collaboration of 26 scientists from 13 countries on the initiative of CEUPES. To determine the identity of contemporary continental pedagogy the conceptualization of contemporary educational&nbsp; sciences is carried out by analyzing concepts and systematizing historical experience in the field of education in various European countries. The monograph consists of two chapters. In the first chapter the status and content of the philosophy of education, the relationship of pedagogy with the educational sciences, specific philosophical and educational problems are examined, the influence of philosophy on education and pedagogy is determined. In the second chapter the development of continental pedagogy as a scientific and academic discipline in its regional and historical aspects is analyzed. A unique empirical educational experience in a number of European countries is amenable of explication and scientific reflection. It is shown that the scientific dialogue in the given monograph has acquired the status of a transcultural discourse in which various cultural and educational traditions are analyzed from the complementarity point of view, and on the basis of an interdisciplinary dialogue between pedagogy and philosophy.</p> Iryna Yershova-Babenko ##submission.copyrightStatement## Wed, 04 Dec 2019 00:00:00 +0200