Philosophical and Anthropological Foundations of Open Education Didactics

The article was prepared as part of a research under the state assignment to the Russian Presidential Academy of National Economy and Public Administration. It shows that didactics is a practically realizable logic of educational activity understood as a sociocultural phenomenon. The key object of the description is the didactics of open education as a specialized educational system that corresponds to the modern realities of culture reproduction and development, and at the same time differs in key parameters from the educational systems that existed before. The article deals with the problem of the lack of philosophically grounded ideas about the status of didactics in educational practice as a socio-cultural system, about the sociocultural components of didactics that ensure the formation of necessary anthropological results after its application. The article aims to substantiate the multidimensional heterogeneous nature of education as a sociocultural phenomenon and the need for didactics as a tool for integrating its various aspects, and to describe the key categories of open education didactics as soci-ocultural constructs. The research involved: (a) analysis of the evolution of philosophical ideas about education as a heterogeneous sociocultural phenomenon; (b) classification of types of didactics; (c) identification of the key components of each of these types, the structural relation of the components to each other. The basic research methods were: content and genetic analysis of sociocultural phenomena; structure-and-content comparison of explanatory philosophical models with complexes of empirical facts; content analysis of materials for the implementation of specific practices. During the research, the author: (a) reconstructed the evolution of conceptual and philosophical ideas about the heterogeneous nature of education; b) made a classification of the types of pedagogy as a sociocultural phenomenon: pedagogy of model, pedagogy of law, pedagogy of subject, pedagogy of self-determination; (c) identified two main types of didactics corresponding to the types of pedagogy: didactics of closed education and didactics of open education; (d) determined anthropological projects corresponding to each type of didactics (the project of man as an agent of activities obviously external in relation to them for didactics of closed education; the project of evolution of man that constructs their relations and activities independently for didactics of open education); identified the types of thinking that underlie these projects: theoretical thinking as the basis for didactics of closed education, practical thinking as the basis for didactics of open education.

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