Filosofiya osvity. Philosophy of Education https://philosopheducation.com/index.php/philed <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> lugor2048@gmail.com (Людмила Горбунова (Lyudmyla Gorbunova)) irvc.vntu@gmail.com (irvc vntu) Tue, 12 Jun 2018 00:00:00 +0300 OJS 3.1.1.0 http://blogs.law.harvard.edu/tech/rss 60 Philosophy of Education of the Third Reich: origin, political and ideological contexts and conceptual constructions https://philosopheducation.com/index.php/philed/article/view/338 <p>The article proposes the analysis of the development of the philosophy of education in the Third Reich, including its theoretical origin with corresponding social, cultural and political contexts. The leading role of the political romantics is showed in this process with its educational implications. This research has a wide-spread empirical background including narrative interviews with the former participants of the educational processes which are described both on the factual and interpretative level. The semantics and linguistic preferences of national-socialism used in its philosophy of education show the pedagogical intentions grounded on the race theory. The “folk view of world” in the period of the national-social movement was later changed into the philosophy of political education and folk-political anthropology (E. Krieck), where the concept folk community with its leader (Führer) is a constitutive one and the functional education has become a priority before the intentional&nbsp; strategies. The deformation of bourgeois human ideal through returning to the myth of origin and Nietzsche’s concept of the superman is remarkable in the new contrary ideals of “the Soldier” (A. Baeumler) and the “Worker”(E. Jünger) used in the educational practices of the national-socialism with the priority of the functional education.&nbsp; The identification of the “soldier way of life” as the representation of Nordic race with the pedagogical reality had consequences in the curriculum philosophy of schools and universities, where the physical education and the race theory have displaced the traditional subjects studies and their research fields, especially after their synchronic switching on the totalitarian state, which must understand itself as the educational one created for the German race. The national-socialist political pedagogic has the features of the “total mobilization” for the total war as the free decision of young men ready to die for Hitler’s Germany. Emphasizing of the self-activities, self-control, self-aid and self-education in the national-pedagogical directives is connected with the utopian dream of automatically fulfillment of all educational plans with the intention to create a new human for the new society. The new schools organized&nbsp; under national-socialism have showed the regress in comparison with educational institutions of the Weimar republic, where the educational system has showed more variety and flexibility as the chaotic improvisations of&nbsp; the educational reformers of the Third Reich with their fiction of the educational philosophy, which was only the well-known&nbsp; maid of the new political theology.</p> Maria Kultaieva ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 https://philosopheducation.com/index.php/philed/article/view/338 Tue, 12 Jun 2018 00:00:00 +0300 Existential-dialogical model of philosophy of education: educational-upbringing and social-spiritual communication in the context of social development https://philosopheducation.com/index.php/philed/article/view/339 <p>An existential-dialogical philosophy of education, mainly represented by O. Bollnow (modern «optimistic», «positive existentialism»), underlines the meaning and background of the pedagogical relationship in interpersonal relationships, the relationship between I and You. In its initial philosophical positions, it is based on the «philosophy of life» and mainly on existentialism both in the «classical» and «optimistic» versions. Supporters of this direction tend to discard the technocratic concepts which substitute for the process of education with the manipulation of person. Based on the thesis of uniqueness, the uniqueness of the individual, which is revealed in extreme situations, the supporters of this approach do not recognize the dominant role of the social environment in the formation of man. The environment, in their view, can only cause enormous damage to its moral self-development, since social institutions are aimed at the unification of personality and its behavior. Moral education, on the contrary, is intended to reveal the individual qualities and abilities of the individual, which will help to preserve the moral essence of the individual in the processes of knowledge acquisition, development of intelligence and in the education system. In the formation of a unique personality, the followers of irrationalism see an obstacle to totalitarian manifestations and dangers. In their opinion, the formation of a uniqueness, unique personality is nothing more than a process of self-development and self-education, which involves overcoming in human behavior «mass» trends, because the real education and education could not have their object exclusively in mass area. They see the tasks of education and upbringing as taking a unique personality away from the mass, «collectivist society» as a source of «false existence». But the closure of the process of education/upbringing on a separate subject, its isolation from social ties and relations dramatically limits the real possibility of forming an active personality, although the adherents of this approach proclaim this one of the main goals of education. In addition, the self-isolation of the individual increases its alienation in the world, making it increasingly vulnerable to the anti-human tendencies of global society.</p> Viktor Viktorovych Zinchenko ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 https://philosopheducation.com/index.php/philed/article/view/339 Tue, 12 Jun 2018 00:00:00 +0300 Self-organization of Transversal Self in the Context of Uncertainty (to the Explication of Transformative Learning). Part 1 https://philosopheducation.com/index.php/philed/article/view/430 <p>The problem of self-organization of self in the context of uncertainty arises in connection with the development of projects and programs of transformational education for adults, the need of which is due to the deep processes of global transformations in the modern world.</p> <p>Transformative strategies and programs for the development of the content of higher education, outlined in the list of key educational competencies for the 21st century by international organizations (EU, UNESCO) are associated with the processes of becoming and transformation of individuals as integral subjects of cognition and action within the framework of communicative strategies for the formation of a global civil society.</p> <p>The development and implementation of transformative higher education strategies in a content aspect requires transdisciplinary research methodologies for adult learning aimed at developing a “holistic person” and his self as a source of creative development.</p> <p>The first part of the article is devoted to the analysis of the evolution of views on self in the metaphysical tradition, which was mainly concentrated around the binary-opposition systems of argumentation, presented, on the one hand, by the Cartesian philosophy of self as substances, on the other - the Hume's vision of self as a bundle of perceptions. The dynamics of the argumentation of these metaphysical contrapositions, which immanently contain both the centrifugal intentions of discourse, and are mutually attractive, is considered. The substantive theses of these philosophies, which marked the development and branching of the general tendencies in the study of self and which can serve as a methodological complementary ground in our efforts to overcome binarism in the study of self in the context of post-metaphysical queries, are analyzed. The relevance of transversal self in the context of uncertainty as a process-dialogic unity of differences in the liminal space at the global and individual levels is determined.</p> Lyudmyla Gorbunova ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 https://philosopheducation.com/index.php/philed/article/view/430 Fri, 01 Jun 2018 00:00:00 +0300 Logic of modern educational paradigm: I. Kant versus J. Locke https://philosopheducation.com/index.php/philed/article/view/340 <p>The paper contrasts the enlightenment and reflective educational paradigms on the basis of studying their underlying logic. The author argues that the enlightenment paradigm, developed by J.A.&nbsp;Comenius, is designed in accordance with inductive logic, which can be understood through actualization of J.&nbsp;Locke`s sensual epistemology and theory of a person as a reflective self-identity over time. In this paradigm, the emphasis is done on the teacher's activity in transferring knowledge to the pupil and shaping his personality. The author claims that the enlightenment paradigm of education is out of date and is not relevant to requirements of contemporary information society. Belief about cognition as passive reception of information by the senses and processing of this information by the mind disagrees with the conclusions made on the basis of research in cognitive science. And belief about a person as a thinking intelligent being, who is able to realize his or her identity over time and expand his or her experience, does not characterize it as an autonomous being capable of self-improvement. The paper proves that the transformation of educational paradigms is possible by changing views concerning the essence of cognitive process and the content of the concept of person. The deductive logic of reflective educational paradigms reveals through the actualization of I.&nbsp;Kant`s transcendental theory of knowledge and the normative theory of personhood. The author concludes that Kant's idea of the autonomy of reason in its theoretical and practical application should become the fundamental principle of the new education paradigm, within the scope of which the primary subject of the educational process is the pupil as representative of the humankind, endowed by nature with certain makings that need to be cultivated, that is to output to a higher level. The main difference between the reflective and the enlightenment paradigms, in the author's opinion, lies in the fact that within the first one the pupil is viewed as an active subject, having autonomy and capable of self-activity. In accordance with this, the entire educational process must be built on the horizontal-democratic principle.</p> Oksana Panafidina ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 https://philosopheducation.com/index.php/philed/article/view/340 Tue, 12 Jun 2018 00:00:00 +0300 About the concept of a worldview at the Lviv-Warsaw School (the Ukrainian branch) https://philosopheducation.com/index.php/philed/article/view/341 <p>In this paper the author discloses <strong>t</strong>he concept of a worldview and clarifies it’s meaning for humans from the Ukrainian representatives’ the Lviv-Warsaw School (LWS) (1895-1939) point of view. The subject of the article is determined on the one hand by the contemporary “battle for the philosophy” in Ukraine and on the other hand – by the attention of the LWS philosophers to the question of the essence of the worldview, caused by positivism that denied autonomy and peculiarity of man’s spiritual world and defined metaphysics as “conceptual poetry” or religious faith. The analysis of philosophical-pedagogical reflections on the worldview by Ilarion Sventsitskyi, Havryil Kostelnyk, Stepan Baley, Yakym Yarema, Oleksandr Kulchytskyi has been done in the paper. At the same time, a comparative analysis with the views of the Polish representatives of the LWS on the same topic, namely, with the views of Kazimierz Twardowsky, Yan Lukasevich and Tadeusz Kotarbinsky was conducted. It was found that the Ukrainian LWS representatives’ “worldview” is man’s desperate impulse to embrace the world as a whole. The worldview is person’s step to the highest living goods: wisdom and happiness. Such LWS philosophers’ approach to the essence of the worldview is based on a natural impulse of an unselfish desire to know the mystery of the world. Therefore, every human being has the ability to reflect the world in his/her own “I”. Special attention is paid to the fact that the representatives of the LWS defined the “worldview” as independent and autonomous. And only under such circumstances it can guarantee to a person cognition of the truth and creating the moral ideal. That, according to the Ukrainian scientists, can be promoted by acquaintance with the history of worldviews – metaphysics. This, in turn, leads to the interest of the general public, as well as its introduction into the curricula of secondary and higher schools. Undoubtedly, this involves a well-balanced approach to its study, which does not include learning other people’s views on the world, but promoting the design of their own.</p> Olha Anatoliivna Honcharenko ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 https://philosopheducation.com/index.php/philed/article/view/341 Tue, 12 Jun 2018 00:00:00 +0300 Problem-Based Teaching of Philosophy (on the Example of Lviv National Polytech) https://philosopheducation.com/index.php/philed/article/view/342 <p>The reform of higher education continues in Ukraine more than a year; however it does not pay much attention to the changes in the teaching of philosophy.&nbsp; In the article the author investigates different technologies of the problem-based teaching of philosophy and its methods, substantiates the necessity of introducing such technologies in the teaching of philosophy and also shows the specifics of the application of such technologies during the teaching of philosophy at the Lviv National Polytechnic University. Any problem-based education is searching and cognition of unknown. It is based on mental, volitional, and emotional activity, but, above all, it requires to be interested in the subject of study. The author stresses that problem-based education can be practiced in small student groups, which have the sufficient level of interest and motivation to study philosophy. Also, the author introduces his own classification of problem solving tasks in teaching of philosophy, which will help to apply educational material in accordance with the level of students, for example: 1) problematic situations that contribute to the formulation of new concepts (they help to generalize all previous knowledge and extract&nbsp; from it a new one); 2) historical and philosophical problematic situations - these are situations based on historical and philosophical material, when students compare the solution of some philosophical problem in the philosophy of a certain epoch, compare the approaches of different philosophers; 3) developmental problematic situations which help students to understand the logic of defining some philosophical concept, to understand one or another philosopher and his methods of creating concepts.</p> Ihor Karivets ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 https://philosopheducation.com/index.php/philed/article/view/342 Tue, 12 Jun 2018 00:00:00 +0300 Protestant traditions of the Backgrounds of Bioethics. Part 2 https://philosopheducation.com/index.php/philed/article/view/343 <p>Term and concept of bioethics (Bio-Ethik) originally were developed by Fritz Jahr, a Protestant Pastor in Halle an der Saale in 1927, long before&nbsp; the period, when bioethics in the modern sense was recreated in the US in 1970s and since that time has spread globally. Jahr’s bioethical imperative, influenced by Christian and humanist traditions from Assisi to Schopenhauer and by Buddhist philosophy holds its own position against Kant’s anthropological imperative and against dogmatic Buddhist reasoning: ‘Respect each living being as an end in itself and treat it, if possible, as such’. Jahr interprets the 5<sup>th</sup> Commandment ‘Thou shall not kill’ offensively and liberally as ‘common morality’ which includes the obligation of caring for one’s own health, public health and health education within the wider framework of a universal bioethical Sittengesetz.</p> <p>In the article-translation the actual contemporary thoughts about the bioethical imperative, which serves not only the object of interdisciplinary study, but also the practical approach to acquiring responsibility and environmental image of thinking, are found. Didactic considerations of Yahr go beyond the paternalistic upbringing, they point to the content and methodological purpose of teaching ethics to ethical discourse. According to Yahr, ethics does not regulate philosophical, theological or political knowledge, does not act as a dictatorship of a way of behavior. Ethics is the conduct of discussions, the culture of discussion and communication. Following the philosophy of Yahr, Professor Hans-Martin Zass formulated the geo-ethical imperative: "Respect the Mother Earth and all natural life as it is, for which the responsible person is an end in itself, and get around as much as possible in this way!". In respect for all living things, there is a relationship between man and animals, plants, nature, including the health systems, educational-informational and research organizations. Pastor Fritz Jahr, who had no immediate influence during his times, built a strong first Protestant foundation for contemporary theological and ethical concepts in medical ethics, bioethics, and environmental ethics.</p> Hans-Martin Sass ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 https://philosopheducation.com/index.php/philed/article/view/343 Tue, 12 Jun 2018 00:00:00 +0300 The origins and basic approaches of the emergence of a new bioethics and the program «Integrative Bioethics». Part 1 https://philosopheducation.com/index.php/philed/article/view/344 <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> Thomas Sören Hoffmann ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 https://philosopheducation.com/index.php/philed/article/view/344 Tue, 12 Jun 2018 00:00:00 +0300 Mathetiks - a transdisciplinary education paradigm (the case of bioethics) https://philosopheducation.com/index.php/philed/article/view/345 <p>The novelty of the article is related to the use of the resources of the philosophy of transdisciplinarity to justify the relevance and heuristic importance of the concept of "Mathetiks", introduced by the Czech pedagogue-humanist Jan Amos Comenius (Komensky)&nbsp; to refer to practices of self-education.</p> <p>The aim of the article is to use resources of the philosophy of transdisciplinarity to justify the relevance and heuristic importance of the concept of "Mathetiks", introduced by the Czech pedagogue-humanist J. A. Kоmensky three centuries ago to distinguish and establish coordination in the unified educational process of pedagogical practices of teaching and self-learning of students. The modern interpretation of the ideas of mathetiks (on the example of the problems of bioethical education) is carried out with the implementation of the concepts of the philosophy of science Th. Kuhn and R. Merton in the context of post-nonclassical studies. The notion of "paradigmatic syndrome", which arises as a result of philosophical reflection on the peculiarities of the formation of the post-classical matrix of the development of modern scientific knowledge, is introduced. One of its defining factors is the conceptualization and institutionalization of processes to ensure continuity of knowledge (education) and constant innovative changes taking place in society. The most adequate form of philosophical and methodological reflection in this situation, according to the author, is the philosophy of transdisciplinarity as an integrating mechanism not only of the disciplinary knowledge, but also of education and innovation, the necessary components of the social system aimed at self-renewal. The philosophy of transdisciplinarity and the philosophy of education have in many ways similar paradigm structures, oriented target cause of the actor on self – education -mathetiks. The target specifies the reason for the project-based nature of the paradigmatic constructs in education and bioethics. First of all, this is the clarification of the problem field, training and teaching to act in it according to the existing rules and the creative nature of project activities. Orientation to the value priorities of the community expressed both in symbolic generalizations and implicit forms (M. Polanyi) of personal knowledge and practice.</p> Larisa Pavlovna Kiyashchenko ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 https://philosopheducation.com/index.php/philed/article/view/345 Tue, 12 Jun 2018 00:00:00 +0300 New Ukrainian school: an attempt of philosophical and anthropological comprehension https://philosopheducation.com/index.php/philed/article/view/346 <p>Attention is shifted to the educational concept of the “New Ukrainian School” on the basis of philosophical anthropology, “humaneness” of educational cogni­tion and the need for a new approach to the phenomenon of man, in particular, overcoming the methodology of anthropocentrism. The main collisions of anthro­pocentrism are highlighted and the need for refusal from this ideological and meth­odological principle in the design of educational strategies and practices is shown. Under the conditions of the emergence of a new anthropo-social structure, which is characterized the emergence of a new period of development of human civiliza­tion, the problem of forming a new teacher is actualized. The position of the new Ukrainian teacher as the master of the trajectory of the person‘s life path (from the child to the young man), which is in an unbalanced condition, is substantiated. It is shown that being in conditions of civilizational uncertainty dooms a person to social uncertainty, strengthens passivity, which leads to indifference. However, thanks to education, self-organizing and self-developing, the individual takes pos­session of modern scientific knowledge and global competencies, can take care of his existence, confront the destructive tendencies of oligarchic neo-feudalism, predict the nature of the flow of social and cultural processes, independently solve his problems and be a successful subject. The author connects the solution of the key problem of the state educational policy - improving the quality of knowledge - with the research project of developing general secondary education institutions on the basis of the transhumanitarian methodology, reinforced by a new philo­sophical anthropology, philosophy of complexity, self-organization, instability and creative thinking. To overcome the educational crisis of critical reflection, not only the idea of a new Ukrainian school is required, a reform of thinking is necessary. The interpretation of the significance of the new way of thinking for forming new content of education, new educational programs and models is deepened.</p> Viktor Mykolayovych Dovbnya ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 https://philosopheducation.com/index.php/philed/article/view/346 Tue, 12 Jun 2018 00:00:00 +0300 What does «processing of the Рast» mean https://philosopheducation.com/index.php/philed/article/view/337 <p>Adorno's work “What does‘processing of the Рast’ mean” for the first time was presented as a report on November 6, 1959 before the Coordination Council on Christian-Jewish Cooperation. In this work Adorno considered the essence of social ideology prevailing in postwar Germany, which predetermined the strategies of social reconciliation with the political crimes of the former national-socialist power. According to the philosopher the social ideology of the consumer society uses a large number of appropriate means to stabilize its dominant position in society. First of all this ideology tries to eliminate the collective historical memory of people about the horrors of the war period, trying to squeeze them out of the collective consciousness, in particular, through the memories of people about the “best times” of life under the “guardianship” of the previous totalitarian power. The philosopher marked as surrogate the identity of these people which socially integrated only through the authority of the power personality. They do not identify themselves with the victims of the totalitarian regime because of the influence on their consciousness of the cultural elements of this social ideology. Another consequence of this influence is the alienation of these people from the idea of democracy as a factor of properly sociocultural transformations.&nbsp; Adorno defined the new “democratic pedagogy” and the enlightenment as a “second education” as effective means to overcome this influence. They are practically implemented in a society as those educated people who have knowledge about the past crimes of the totalitarian regime.&nbsp; In this manner they cause within the educational process of the effective “re-education of the Past” through the formation of a personal understanding of an individual about social causes and the terrible consequences of rule of a totalitarian regime.&nbsp; This makes possible of his “political full-grown” and makes impossible of historic recurrence of the crimes of authoritarian power in Europe.&nbsp;&nbsp;&nbsp;&nbsp;</p> Theodor Adorno ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 https://philosopheducation.com/index.php/philed/article/view/337 Tue, 12 Jun 2018 00:00:00 +0300 Education and everyday realities of the Third Reich: memoirs and theoretical reconstructions https://philosopheducation.com/index.php/philed/article/view/429 <p>The everyday realities of educational practices of the Third Reich are reconstructed in the memoires of involved observers of these processes.&nbsp; The most of them can be used as a factual supplement to theoretical reflections on totalitarian transformations in education as their subjective perceiving.&nbsp; Despite of different origin and life attitudes all the authors of translated fragments are concentrated on those features of totalitarian educational innovations which show their completely incompatibility with the humanistic tradition in education. The everyday life of universities’ and school’s communities in the Third Reich was determined by the national-socialist ideology.</p> <p>The recalling on Heidegger’s activities as the rector of the University in Freiburg (H. Gottschalk, H. Jonas, K. Löwith, G. Cesar)&nbsp; expose the ambiguity of his way of thinking and acting, what was also noticeable in his habitus. His nationalism was not combined strong with the anti-Semitism in the university’s management. The race theory as a part of national-socialism ideology wasn’t definitive for the everyday life in those educational institutions, where the educational traditions were connected with the humanistic values existing in families (L. Schmidt, G. Cesar). Some attempts to stimulation of the pro-social behavior of pupil and students (helping and solidarity) were not effective in the Third Reich because of their directive nature (G. Cesar). The comparison of the national-socialism model of the school and the Lichtwark School taking by L. Schmidt demonstrates the advantages of non-indoctrinated educational institutions with the pedagogical and social freedom used for the all-side development of pupil personality. The experience of the membership in BMD (League of German girls), connected with the force working is critically analyzed by G. Cesar and L. Schmidt.</p> <p>The social status of women and their educational influence in the family of the Third Reich design is reconstructed by B. Vinken. She shows that the fascist ideology provides only the subordinated role of women in all spheres of the social life including the educational practices.</p> Maria Kultaieva ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 https://philosopheducation.com/index.php/philed/article/view/429 Fri, 01 Jun 2018 00:00:00 +0300 Freedom and Progress in Postsocialist Challenges: Basees’ reflection (April 13-15, 2018, Cambridge) https://philosopheducation.com/index.php/philed/article/view/349 <p>Feeling united with academic community reflects in increased responsibility for one’s own quality of work. This is the quality of carrying yearly BASEES Conferences in Cambridge that impresses participants coming from the academic environments in which procedure and scope of events are not really respected. Therefore, learning from this kind of experience is always useful. The most inspiring thing is hope that conferences of such a level someday will become a routine for Ukrainian scholars as well. The more so, because our post-Socialist experience is interesting in itself for our foreign colleagues, since the way which the scientific rationality makes under conditions of overcoming totalitarian repression and aiming at democratic freedom is currently important not for Ukrainians only. Under current conditions, the part of rationality in the dimension of freedom obtains a universal meaning, making the need of reconsidering the phenomena of freedom even more rapid. This article is intended to present to Ukrainian academic community some theoretical and organizational achievements of this year’s BASEES Conference and to engage Ukrainian scholars more actively to participate in international academic events and considering the ways of implementing the experience received into their activities home. This year the conference was dedicated to the fifty years of the Prague Spring. The experience of the Prague Spring in the reflections of the BASEES conference proves the relevance of the issues of freedom and the need to rethink the key concept of modern thinking – progress. The critique of progress that puts under the question the significance of the concept itself for contemporary socio-philosophical discourse is, in the main, directed against progressism as a modern mechanistic version of progress. The revealing of the complex and ambiguous forms of progress in contemporary epoch tends to accept rather than reject the progress.</p> Olga Gomilko ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 https://philosopheducation.com/index.php/philed/article/view/349 Tue, 12 Jun 2018 00:00:00 +0300 The Silk Road of Higher Medical Education: the First Joint Steps https://philosopheducation.com/index.php/philed/article/view/350 <p>The article is devoted to the observation of the work of The Second International Forum on Higher&nbsp;Medical Education, which was conducted at China Medical University in Shenyang, China in May,&nbsp;26-27, 2018. About 300 participants from 49 medical higher educational institutions, located in 15&nbsp;countries took part in this academic event. The main topics, which were discussed during the&nbsp;forum,&nbsp;were internationalization of higher medical education, implementation of modern innovations in&nbsp;teaching and learning processes, quality assurance in medical education and searching for the&nbsp;adequate forms of its assessment.</p> Sergiy Kurbatov ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 https://philosopheducation.com/index.php/philed/article/view/350 Tue, 12 Jun 2018 00:00:00 +0300 School as environment for child's development https://philosopheducation.com/index.php/philed/article/view/348 <p>The review of findamental ideas based upon "Weapons of mass instruction" by John Getto is presented in this article. Attention is drawn to defects and troubles of contemporary school studying. The author's speculation is concentrated on repressive gist of teaching, which is considered as compulsory discipline and killer routine for pupils. Schools are genuine factories for the development of inflammation. Individuality of children, their dreams and thoughts, personal qualities remain unclaimed. Genius is suppressed in educational institutions because teachers do not know how to manage with it. The pedagogue comes up with the idea that up-to-date schools make children stupid instead of giving them the possibility to develop. John Gatto point out several tips for powerful progress of qualitative education. The cornerstone of his cogitation is considering &nbsp;school as environment for child's development. Creating yourself is the most significant task for the pupil. The researcher suggests "education of accessible sources" instead of normative, universal, "controlled" schooling. Students get the ability to create new ideas, experiences, things, revealing the truth through evidence, and not remembering the thoughts of other people. In this way of teaching, teaching is a function, not a profession. Teachers can also act as students, provided them to have certain knowledge or experience of the problem. In such a study, they are active initiators and participants in the educational process, creating their own scenario of their education. To limit such training to any requirements or algorithms means to destroy its essence and purpose, to cling to the strong grip of an official position. Such education is based upon experience, individual ambitions and questions. It gives an opportunity to take control of studying process on pupil's own. The ideas presented in the book by J. Gatto are not radical, but rather fundamental to any process of cognition. They are aimed to encourage as many people as possible and to make changes in education. These ideas and thoughts are important for Ukrainian education, as they will promote the development of the individual freedom of those who want to learn, bring them to life in the situation of freedom and full responsibility for their decisions and deeds. The ideas of the teacher are valuable for us and for allowing the education to fulfill its special historical mission - to become a decisive factor in the transformation of society.</p> Svitlana Hanaba ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 https://philosopheducation.com/index.php/philed/article/view/348 Tue, 12 Jun 2018 00:00:00 +0300