Phenomenological Analysis of the Russian Educational Space
The aim of this research is to form in the educational community the methodology of independent assessments, modeling of social and educational value orientations based on the reflection of sociophilosophical prolegomena of educational interaction. On the basis of the phenomenological approach, the axiological knowledge about education is analyzed, assessments of social and educational value orientations are investigated. The experience of cognizing consciousness (according to E. Husserl) explicated in the senses and used in education as a categorical apparatus of the axiology of education, though being extremely contradictory, has a number of fundamental characteristics. This is the duality as the inherent nature of the life world; the semantic load that forms the boundaries of the rational dimension of the objects of knowledge; and the project of a new meaning-creating world. The problematic state of Russian education during the transition to new axiological foundations becomes evident as a result of the study of the value world of society and the value world of education, which reveal their content through the understanding of axiological knowledge about education. The axiology of education has a methodological ability to determine the existence of education and the ideal of human existence. Such categories as “education as a value” and the “value of education” are directly related to the ongoing changes in the public consciousness. Through the classification and interpretation of traditional, modern, and innovative value orientations, the axiology of education and its categorical apparatus in the form of philosophical arguments that formulate its initial prolegomena offer to create in the current public consciousness the phenomenon of the value of intellectual material. Modern and innovative value orientations, considered in the dynamics of individual existence or instrumental significance, indicate the need for free institutionalization of the individual as a process of forming educational relations into a system-forming component. With the help of independent institutionalization, the degree and level of individual freedom in obtaining education is determined, and a new idea of the educational ideal of an intelligent specialist of a wide profile, independent, creative, initiative, and responsible, is formed. The definition of axiological approaches to the cognition of modern education is interpreted through the concept of freedom of education and freedom in education. As a conclusion, the authors note that the phenomenological variability and inconsistency of the value foundations of society and education today are reflected in the social axiosystem and creates opportunities to be guided by values at such a level and in such a form that it is appropriate and justifies itself.
Keywords
axiology of education,
education as value,
value of education,
phenomenology of axiological reality,
classification of educational valuesAuthors
| Yakovleva Irina V. | Scientific Center of the Russian Academy of Education at Novosibirsk State Pedagogical University | uhova2005@mail.ru |
| Kosenko Tatyana S. | Scientific Center of the Russian Academy of Education at Novosibirsk State Pedagogical University | tany0879@mail.ru |
Всего: 2
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