EDUCATIONAL MOBILITY AS AN IMPLEMENTATION OF THE “WORLD – MAN” PROJECT IN THE CONTEXT OF THE FLOODING PRESENT

Abstract

The statement of basic materials. A new vision of philosophy is represented as one whose main task is compliance with new realities, where man and the world as realities become poly-paradigmatic, poly-essential, thus expanding the philosophical space of research. Innovative projects for the development of society arise, thanks to which philosophy becomes open to society. It is about the need to use new research paradigms to clarify modern processes. It is noted that today there are new forms of presentation of philosophy outside academic institutes. This new picture of philosophy presentation models states a public turn in the philosophy of the present. The public turn created a mosaic configuration of philosophy, including both popularizers of science and academic philosophers. Despite this, the problem of becoming a person as an agent remains undefined. The process of education as a mechanism for preserving the integrity of the individual is increasingly criticized. It is about the transformation of educational institutions as the formation of a post-university. The concept of “meaning of being” is involved in the analysis, which allows considering post-university as being (Z. Bauman, L. Donskis). P. Freire's concept of education as “reading the word and reading the world” was considered in the context of teaching as a dialogic method, which testifies to the reciprocity of thoughts and actions. It is about the need for cultural anthropotechnics for the subject's improvement of himself. An innovative approach to the education system meets the call to create a new generation of people, which is facilitated by educational mobility, which is possible under the conditions of openness. Educational mobility primarily acts as a project to enrich one's own thesaurus, in connection with the involvement of various cultural practices, and as a way of recognizing and adapting to those changes that are the realities of today, where mobility is a criterion for the preservation and existence of modern society. The concept of mobility is still debatable. Turning to educational mobility allows us to talk about its flexible configuration, where professional training and the existing cultural level intersect, which are aimed at forming a personality that must meet modern challenges. During educational mobility, the social role of an individual changes: from a subject who acts / learns to the formation of an individual who perceives the world holistically, thereby affirming the principle of unity in diversity, which resonates with the principle of multiculturalism and tolerance. Educational mobility corresponds to the principle of “man's concern for himself” (M. Foucault) and is associated with such processes as integration, modernization, transmission of experience and practices, deepening of interaction between all participants of both social and cultural interaction. This allows us to define educational mobility as a plane of social interaction, where a new network pattern of social institutions and social communities is formed.