Contradictions of Philosophy of Education as an Object of Scientific Analysis

Abstract

Modern globalization, informational, digital-oriented challenges actualize changes in theoretical and methodological approaches to mastering knowledge, professional-oriented types and technologies of activity. The philosophy of education, as well as pedagogical activity, indicates the existential risk of human beings: the Pandemia of COVID-19 and the Russian military threat to Ukraine’s integrity and independence. The organization of the educational process is determined by new forms: online, offline, mixed learning; Interactive technologies. In the post-nonclassical picture of the world, the idea of the network acquires worldview and value. Obviously, the pedagogical culture of verbal communication, especially artistic and figurative intellectuality, spiritual and semantic potential of words and thought, pedagogical reflection, are apparently methodologically and valuable. The problem of contradictions of the philosophy of education is traced in the plane of dialectical, synergistic, information approaches. The general contra-dictions of the philosophy of education are distinguished, in particular: between the integrity of cultural existence of mankind and the specifics of national cultural correspondence; between the dominant collective forms of the educational process and the individual nature of cognitive activity; between humanistic and sci­entifically-technocratic worldview; between the challenges of modern scientific thinking and the practice of its implementation in educational and pedagogical activity; between digitalization activity and information space safety. The solution of the contradictions of the philosophy of education involves the methodology of synergetics (nonlinearity, systematic, complexity, self-organization). There is a topical contradiction regarding Ukraine between the restructuring of the econ­omy, the widespread development of services and the slow modernization of the production industry, compared to developed countries (USA, United Kingdom, Japan). Its solution is made significantly possible by socially and value priority investments in science-education-technology-production. Moreover, the synergy of efforts of power, political, legislative, managerial structures, community of phi­losophers, scientists, pedagogues, teachers and parents, Ukrainian society as a whole is needed. The overcoming a certain dependence of education/training on electronic communications should be praxiologically oriented. Socio-value priori­ties of science, education, creative self-realization of nonsense are components of a positive image of Ukraine in the European and world communicative space.