Discussions on historicism in education and transformation of educational models

Abstract

Introduction. The paper examines modern historicist discussions in education. The purpose of the research is to determine the specifics of discussions on historicism in Education and show their influence on the transformation of educational models in higher education. Materials and Methods. The work implements integrated and interdisciplinary approaches, comparative methods, perspectivist approach, and dialectical method. The article reviews and analysis monographs and research papers published between 1990 and 2021 which address the issues of classical historicism, anti-historicism and new historicism in education. Results. The authors summarize the main directions of discussions in education devoted to the problems of historicism. It is pointed out that within the framework of these problematic discussions, the new historicism and intellectual history allowed the sciences to move away from linear models of history to contextual ones. The productive features of ‘new stories’ in education are highlighted: the possibility of discussing conflict interpretations in a dialogue, taking into account the multicultural mechanisms of the historical process, development of critical thinking and practical approaches. The main result of the rethinking of historicism in education is transition from the theoretical orientation to practice in the context of the current situation based on the analysis of the past. It allows to combine several sciences and disciplines in the educational process. Conclusions. The article concludes that problematic discussions on historicism in higher education are extremely important for updating educational strategies and for structural renovation of curricula. They lead to the contextual teaching, requiring its practical adjustment, as well as the development of interdisciplinary educational trajectories.