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Abstract
The article analyzes the process of educational mobility in terms of educational philosophy. The philosophical and axiological constants of educational mobility allow us to clearly indicate the purpose of this process. Advantages and disadvantages of mobility form value priorities in integration educational cluster. Values are a litmus test of expediency and effectiveness of mobility for subjects of education and educational system. Axiological human dimension of education ensures its sustainable progressive development, while integration is only a tool to ensure it. The aim of the work is to develop a system of axiological norms formed in the process of educational mobility. It is practically impossible to create a universal system of values for the educational sphere, so we consider dialectical contradictions of socio-cultural categories as an acceptable methodology for the formation of relevant mobility axiological constants. Contradictions of globalization and identification trends, imbalance of in formativeness and communicativeness of educational process, contradictions in issues of openness and accessibility of education, correlation of pragmatic and humanistic ideas in learning, classification of horizontal and vertical forms of mobility are the categories that provide a common understanding of value priorities in education.
Highlights
When it comes to mobility related to human activity, there is immediately a confrontation between anthropological and axiological philosophical aspects
Human dimensionality, indicating that man as an individual and as a member of society is a seeker of education and with this process is associated with the application of various components of human activity and the like);
Before considering the philosophical aspects of educational mobility, we should clarify the essence of the concept of “mobility” in terms of its social nature
Summary
When it comes to mobility related to human activity, there is immediately a confrontation between anthropological and axiological philosophical aspects. Value dimension, indicating not the form of the educational process, but the purpose and content of the educational process, which must include material and spiritual values that appear as a result of education. Based on this interpretation of educational philosophy, we can outline a philosophical understanding of educational mobility. Educational mobility extrapolates all these constants into the human dimension (since a person is a co-inventor and organizer of education) and the field of values (since the axiological constant is the key goal of education along with the gnoseological one)
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