Axiological Aspects of Educational Activity in Postmodern Philosophy

Abstract

The relevance of the chosen topic of the article is determined by the need to improve the system of educational activities in postmodernism.
 The article provides a theoretical analysis of developments on the topic, substantiates axiological (spiritual, moral, aesthetic and other values, their relationship with each other, with social, cultural factors and human personality; section philosophy) perspectives of educational activities in postmodern philosophy, gives a description of axiological areas of academic activity in postmodern philosophy; the main directions of the philosophy of education in the epoch of postmodernism are determined; the vision of a new paradigm of education in the works of researchers and scientists is presented.
 The article analyses the understanding of the problems of education in the European philosophical and pedagogical tradition of the XX-XXI century, gives a brief overview of systematic works on the philosophy of education of prominent Western researchers of these problems, taking into account their proposed educational values. Based on the analysis, the article's author concludes that it is necessary to critically review several traditions for the philosophy of education and the choice of approaches in understanding the values of modern education.
 The article's author notes the emergence of new axiological paradigms of education in the philosophy of education of the late XX - early XXI century, associated with the development of cultural-centric and global-historical trends in philosophy.