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Abstract
Introduction. Postnonclassical changes in modern education do not have a systemic character, therefore they do not entail qualitative changes in educational practice, that actualizes the need of searching for their system organizing principle. The article considers the idea of education in this capacity.Materials and Methods. In the process of scientific research, the theoretical research methods have been used such as comparative analysis, generalization, interpretation, scientific theorization in the context of the ideas of post-non-classical science and on its methodological basis.Results. The novelty of the proposed interpretation of the idea of education lies in the definition of its two structural components – fundamental and derivative (unchangeable and changeable) ones. It is shown that the content of the fundamental component is formed by logical and semantic constants as attributive properties of the basic method of human interaction with the world, which transmitting is being the deep meaning of education, providing self-identity of the idea of education in the flow of cultural and historical time. In the process of building a model and system of education, this method is acting as the initial object of modeling. Its attributive properties - logical-semantic constants - being the content of the fundamental component of the idea of education, like semantic genes, determine the structure, form and properties of each element of the education system. From this perspective, the article examines the two models of education: a traditional one in its original and current state and a new model of education, which is being developed on the post-non-classical foundations.Discussion and Conclusions. The interpretation of the idea of education proposed in the article makes it possible to present a traditional model and a new model of education from the ancestor source – the fundamental component of the idea of education as their «genetically» initial part. This perspective of understanding allows us to consider the elements and phenomena of education holistically and in the perspective of their development, serves as a reliable basis for assessing their educational efficiency.
Highlights
Postnonclassical changes in modern education do not have a systemic character, they do not entail qualitative changes in educational practice, that actualizes the need of searching for their system organizing principle
Existence and anthropological post-nonclassical position subject-object method human subject-subject method human projection interaction with the world according interaction with the world according to to the scheme: the world turns into an the scheme: procedurally organized object, a person becomes a subject subject-action-object integrity
Cognitive attitude as a Teaches to see the general in the communicative action
Summary
ИДЕЯ ОБРАЗОВАНИЯ: СТРУКТУРА И СОДЕРЖАНИЕ В КОНТЕКСТЕ СМЕНЫ ФИЛОСОФСКИХ ОСНОВАНИЙ. Это актуализирует необходимость поиска их организующей общности, в статье в этом качестве рассматривается идея образования. В процессе научного поиска были использованы теоретические методы исследования: сравнительный анализ, обобщение, интерпретация, научная теоретизация в контексте идей постнеклассической науки и на её методологической основе. Что содержание фундаментальной составляющей образовано логико-смысловыми константами – это базовые свойства основополагающего для эпохи способа взаимодействия человека с миром. Его базовые свойства (логико-смысловые константы) подобно смысловым генам определяют структуру, форму и свойства каждого элемента системы образования. С этого ракурса в статье рассмотрены две модели образования: традиционная в её исходном и современном состоянии и новая модель образования, которая находится в процессе сложения на постнеклассических основаниях. Ключевые слова: идея образования, постнеклассика, модель образования, логико-смысловые константы, внутренняя форма. Идея образования: структура и содержание в контексте смены философских оснований // Вестник Мининского университета.
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