О судьбах просвещения

Abstract

The article examines the objections expressed in the literature to the logic of En­lightenment thinking, which, in the opinion of many thinkers, leads to the stan­dardization of life, suppression of individuality, and the development of totalitar­ian regimes. At the same time, it is shown that the modern stage of development of technologies associated with the widespread use of creative labor does not fit into the standard, traditional methods of control, and even where the behavior of the standard seems necessary, based on the consent of people, this does not al­ways lead to a positive effect. Therefore, the impact on human behavior of virtue ethics cannot be eliminated from the modern theory of morality. New approaches to understanding education are considered, associated with understanding it as embedded in modern global processes. When Enlightenment, on the one hand, turns out to be associated with the understanding of all the features of civiliza­tional development, and on the other hand, it serves to justify expansion from developed countries, subordination their own aims to disseminate knowledge and reform in developing countries. As a methodology, the system method, the method of comparative analysis, and the historical method are used. The novelty lies in the fact that it shows the reasons for unjustified, ideological criticism of Enlightenment and ways to overcome the shortcomings of the traditional logic of one-line systematic thinking.