ФІЛОСОФСЬКА ПАРАДИГМА НАУКОВОЇ ОСВІТИ: КОНЦЕПТУАЛЬНА ЕКСПЛІКАЦІЯ

Abstract

The relevance of the development of science education provokes new discussions about its philosophical foundations, which cover the attributes of progress in this field since antiquity and offer new projects and perspectives for the development of a philosophical paradigm of science education in view of the challenges and requirements of today. The article is devoted to the analysis of three main approaches to define the philosophical paradigm of science education: interiorization, interrelational, and multiperspective. The interiorization approach to defining the philosophical paradigm of science education involves the development of the "philosophy of science education" as an "internal philosophy". The interrelational approach to delineating the philosophical paradigm of science education is based on identifying the relationship between the philosophy of science and science education, the relationships between sections of philosophy and scientific inquiry. The most comprehensive approach to defining the philosophical paradigm of science education is multi-perspective, which is based on addressing various philosophical trends and their understanding of scientific meaning and rationality, mutual influences and contradictions, determining the contribution of each of them to the progress of the theory and practice of science education. This approach usually develops the concept of science education through the prism of such philosophical trends as John Dewey's pragmatism, constructivism, rationalist school, classical empiricism, and postmodernism. Each of the mentioned directions is analyzed in the article in the context of the dialectics of science education.