Інтуїтивістська етика Дж. Мура як передумова філософії освіти Р. Пітерса

Abstract

In the article ethic conception, and her influence on analytical philosophy of education is examined. In particular, attention applies on interpretation of good sense, good, debt, virtues, ethic act and behavior, idea about an universal association. Shown how ethics of good sense stipulated becoming of analytical philosophy of education. This conclusion is base on that there is an act as means of practical realization of moral in the spotlight of his ethics. Thus it is examined as the «simple article» of thinking, that cannot be taken to anything another, for example, to the benefit, as in utilitarianism. Exactly results of act are the main criterion of clearing up that, how really it is moral. Pedagogical practice that is limited to direct reality and nearest future comes forward the basic criterion of morality. In intuitionalistic ethics of J.Moore pedagogical practice occupies dominant position in relation to the theory of moral, as exactly with her help it is possible to educe actually moral. Exactly this tendency determines appearance of analytical philosophy of education, the object of that is also pedagogical practice in its spontaneities and educational process in his specification. Other major criterion is good sense that supposes, that testifies that some act really justified and approved by society as moral. Exactly good sense talks that a capture knowledge is blessing. Capture it is also possible a culture to examine the following good sense, as he specifies on that showed the efficiency during a certain historical period in concrete society. Thus a culture is examined as an aggregate of traditions that was formed in social practice. Exactly this thesis is one of basic in analytical philosophy of R.S. Peters. He considers that capture must have an intuionistic value knowledge, from here one of major tasks of education consists of forming of actuality of knowledge. Not certain moral internals and properties come forward in analytical philosophy of education a value, for example, good, justice, blessing, etc., and knowledge, as they provide success of self-realization. Thus, attitude toward them is also conditioned by good sense. Possibility of providing in more good is in more wide plan, considers Peters, it is related to realization of value of certain culture. Ethic norms, of J. Moore, have historical character concretely. Under influence of this position Peters denies the use of religion in education, and gives priority of orientation on good sense, that specifies on experience showing the efficiency. For this reason he accents attention on the necessity of analysis of the real pedagogical practice, and exposures of acts that is really justified. Application of principles of ethics of J. Moore in analytical philosophy of formation of Peters supposes actuality of knowledge, as a necessity of capture showed by them social practice. Knowledge in this case specify not on science as a result of cognitive process, and on the praxeological aspect of self-realization within the limits of concrete cultural environment, exactly in this aspect of knowledge possess a value. By a capture by them is by the basic task of education that is examined as a process of their forming, and education by none another than process of forming of value of knowledge. The same in analytical philosophy of education is directly related to the process of education, and his maintenance is conditioned by the aims of cognitive activity. The basic task of education consists of forming of value of knowledge, development of intellectual activity and creative capabilities. Thus, pragmatic and positivism tendencies are combined in analytical philosophy of education. The second is related to realization of actuality of knowledge for perfection of social practice, first it contingently realization of necessity of orientation on the achievement of success and principle of benefit.