Идея сложности и современная метафизика образования

Abstract

The article analyzes the importance of philosophical conceptualization of complexity for modern educational models. Its main objective is to identify the functional significance of the complexity idea in the modern philosophy of education. However, due to the large scale of the issue, the article is limited to examining general trends of the complexity idea influence in the context of the metaphysics of education. To concretize the consideration, the concept of is used in the meaning by M. Vartofsky, that is based on the synonymizing metaphysical and ontological terms characterizing statements about the reality nature. The models of education considered in this article are a set of statements that represent ways of reasoning about the reality of education, its essence, and relations with other contexts of reality. The article proposes two directions for considering it: 1) analysis of conceptual-categorical means used to conceptualize complexity, and 2) understanding the influence of complexity on the philosophical reflection on education. The authors demonstrate the heteronomy of the problematics of comprehending complexity, some trends in the semantics of “complexity” concept and formation of the context of its comprehension. They analyze some theoretical discrepancies in works by E. Morin and J. Ellul. The authors comprehend various consequences of the issue actualization; among them, distinguish transformations of the axiology of education, theoretical and methodological innovations in the education research, as well as emerging new ways to understand the modern philosophy of education.