On the sociophilosophical concept of an individual's human capital

The article addresses the problem of determining the content of human capital of the individual, requiring its revision in the context of the growing anthroposociocentristic trend of modern scientific knowledge, the human proportionality of goals and orientation of social development. The aim of the article is to reveal the socio-philosophical content of the human capital of the individual. The study was conducted within the framework of the methodology of the socio-philosophical approach, which allowed to consider the category "human capital" as a multidimensional phenomenon. The application of the socio-philosophical approach to the understanding of human capital implies an appeal to personal and social well-being as a semantic basis for its accumulation and use. The reference to the methodology of the system approach allowed to distinguish the personality as a socio-philosophical phenomenon with its existential, socio-cultural and economic components, as well as to explore the nature of their relations, in the structure of human capital. The author reveals the importance of human capital as a factor of personal well-being, considers the peculiarities of its accumulation and formation. Personal well-being as a semantic basis for the formation of human capital is investigated as an object of conscious management. When considering the existential, socio-cultural and economic components of human capital, the nature and content of investing in each of them was investigated, their mutual conditionality and mutual orientation is shown, the possibilities and prospects of social regulation of their formation are determined. As a result, the author has made a number of conclusions related to this research objective. Firstly, it is emphasised that investment in existential and socio-cultural components is less conscious and goal-oriented comparing to its economic one. A large number of personal and social skills which are viewed as related to accumulating socio-cultural and existential components are developed spontaneously throughout human life. Secondly, investment in social and existential components of an individual's human capital cannot be ignored at the social level. This fact determines the necessity of considerable changes in the way modern educational institutions are organised: the development of occupational competencies must be accompanied with acquiring social skills, the sense of responsibility before other people, society and future generations, the ability to unlock one's personal creative potential and achieve personal goals productively. Thirdly, the educational process of acquiring personal skills accompanies people continuously throughout their life responding, among other things, to the instability of their life's socio-cultural conditions.

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