АКСІОЛОГІЧНЕ ОСМИСЛЕННЯ ОСВІТНЬОГО ПРОЦЕСУ

Abstract

The article deals with the research of axiological nature of the theory and practice of modern education. The problem is relevant in that education can be the key to solving the global problems of the modern world. The more popular the knowledge of people, their experience, abilities, skills, their professional and personal qualities in social development, the more important education is. Improvement and modernization of national education systems is becoming the leading direction of the sustainable development strategy of many states of the modern world. Consequently, the philosophical understanding of the educational process, in particular the definition of the values of education is relevant.The authors substantiate that, given the diversity of educational values, they can be divided into two main groups: the values of maintaining the existing order of things and the values of its transformation.In various worldview systems, the problem of the values of education is resolved in different ways. The article gives the basic ideas of representatives of such systems: classical realism, essentialism, perinalism, analytical philosophy, experimentalism, existentialism, neo-Freudianism.Analyzing the views of researchers, the authors of the article attribute free ideological self-determination to the cardinal values of education as the main mission, which provides the conditions for the free self-determination of each person in the worldview world to accept their own values in the form of life goals, main motives and interests, aspirations, needs, principles, etc.It is substantiated that the axiological guidelines of education should be associated primarily with the orientation of education towards the interests of the individual – a free, creative person, capable of self-realization. The mission of education is to find an individual approach to a person, to contribute to the realization of his personal potential, internal, unconscious, even irrational needs (otherwise this culturally unrealized potential can become destructive for both the individual and society). Thus, education should be aimed at the formation of fundamental foundations that will allow a person to solve worldview problems, make a moral, legal or ideological choice, navigate in the modern sociocultural situation.The authors emphasize that in a modern dynamic society, value-semantic variability and the influence of the accelerated development of education on the formation of social innovations are necessary. The dynamically changing conceptual field of modern educational practices, the desire and attempts to humanize education are favorable factors for the creation and implementation of the concept of modern education. The humanization of education is aimed at creating a sustainable and flexible value attitude to the world. The universal value horizon, the idea of universal values are not reflected in modern cultural practices. On the one hand, culture becomes value-oriented, its phenomena become subject to assessment, its values are structured and organized, on the other hand, obvious value pluralism, poly-paradigmalism, relativism and simplification of values as such.Thus, the analysis of theoretical studies on the value aspects of education, and the study of the possibilities that arise as a result of the humanization of education, allow us to state: only as a result of changes in the content of education in the context of its humanization it is possible to talk about the transition to understanding a specialist as a harmoniously developed personality, which is the ultimate purpose of education. The primary task is to eliminate the discrepancy between the generally accepted and declared values, on the one hand, and their implementation, primarily in the minds of participants in the educational process, on the other.