Philosophical aspects of education: university and changing education strategies

This article discusses the relationship ofphilosophy and education. The themes defining philosophical aspects of education are specified. We discuss the validity of the thesisthat philosophy, evolving some ideas about man, society and the world, has vocation for developing the fundamental principles ofeducation and training. In this regard, special emphasis is laid on the history of relations between philosophy and education that began inantiquity. Starting from this moment close connection of education, philosophy and society was captured. The education of antiquityplaced a virtuous person on the first place, combining his own benefit with the common good. The exalted image of an educated personwas differently represented in various philosophical and pedagogical concepts, but the principle of ascension to the general patternremained the same. The person finds himself only in society, in social practices and training. Therefore, pedagogy was understood as thepractical side of philosophy, which, in turn, gave the ontological justification of society and man, thereby appeared as the basis for allavailable educational systems. Accordingly, the change in social reality should lead to new attempts in understanding it. Each redescriptionof sociality will be transmitted to social practices that adopt the main features of the new movement and change. Hence isthe problem: how the current conception of man and his identity correlates to the available structures of education? Does the presentmodel of education correspond to the modern socio-political and economic realities? Education becomes a service industry and its''openness'' meets the needs of the market, providing opportunities to participate in the competition. The article discusses the question ofinfluence of the current situation in education on the definition and functions of the university, as well as the question of changing thestatus and role of university in education of a personality. University today must support its own image built over the centuries. That is,there must be public education and criticism, and both must meet the requirements of modern economic recovery and growth. Rivalambitions inevitably lead a university away from the consistent movement towards a single goal. Then it is logical to ask the followingquestions. How is it possible that the structure has continued to dominate the minds of educators and bureaucracy in spite of theheterogeneity and mobility of intellectual activity today? Will there be a real change in the modern institutions of education, where thequality as anywhere else depends on the infinite and chaotic set of personal aspirations and interactions, if only to reform the structures?

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