The historical-psychological analysis of ontodidactics as the philosophical foundation of modern education

The aim of the study was the scientific substantiation of ontodidactics as the philosophical foundation of modern education, including in the field of sports and physical culture. Research methods: analysis and synthesis of philosophical, historical, psychological-pedagogical literature, abstraction and concretization. Results and their discussion. The study found that ontodidactics is a branch of pedagogical science which studies the inclusion of people in the study and design of the process of self-education and self-improvement. This branch of knowledge was most relevant in the modern postnonclassical stage of science development. The study shows that currently educational didactics is complemented by super-individual socio-cultural ideas, concepts and technologies of individual subject pedagogy. The psychosemantics of individual education includes a matrix of meanings and values, the network consciousness of the subject of scientific and educational activities. Mechanisms which include people in research schemes and implement their potential are important. Axiological relations exist in the form of particular activities together with their development. The concept "value" refers not to "things", but to socio-cultural activities of people, it is connected with public consciousness. The concept "value orientation" is related to the individual consciousness of a "decision-maker". It is established that ontodidactics considers ways of semantic orientation, of technological and ideomotor design and reflective and evaluative assessment as a psycho-semantic process underlying the design and practical construction of motor actions. The learning process cannot be reduced to any of these components. There is a need in a mental, reflexive dialogue - a dialogue of the left and right hemispheres of the brain, a dialogue of the present and the past, of the present and the future, a dialogue of the verbal-motor connotations. In conclusion, it is shown that today ontodidactics of education is committed to implement the meta-system level, and this manifests itself in the search for the ontological foundations for the integration of pedagogical theories. Ontologization of didactics leads to its passing to the layer of the real being described by the terms "life-world", "multidimensional world", "trans-subjective space", filled with meanings and values in situations of decision-making, of formulating goals and objectives in the process of achieving productive results. The tendency to ontologization is that the senses begin to be seen as coordinates of the individual multidimensional world of a person, their "living space" as integrative properties of psychological systems that provide for the selectivity of consciousness, behavior and activities.

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