FORMATION OF THE PHILOSOPHY OF EDUCATION IN THE UNITED STATES OF AMERICA

Abstract

The article examines the subject and purpose of the philosophy of education in the United States. The works of representatives of various philosophical schools were substantiated and common and different in the ideas developed by them were analyzed, their interrelationship, mutual influence and complementarity were traced, essential characteristics were identified that could become important factors in solving this problem in modern socio-cultural conditions.It is noted that school education in the United States of America has a long history. Its formation, definition of content, forms and methods are constantly under the influence of various philosophical currents that have developed in American science.In recent decades, American philosophical and pedagogical thought has attracted the attention of domestic researchers both in the context of analyzing its current achievements and in terms of identifying possible connections with the processes that took place in the development of the pedagogical field in our country in the past.Such experience is of great scientific and practical importance, its study will enrich our understanding of a significant layer of ideas and methods that are currently developed in the world and introduced into the content of school education. In this context, important for research in the field of national comparative pedagogy are the achievements of teachers of the United States of America.It is noted that school education in the United States of America has a long history. Its formation, determination of content, forms and methods are constantly under the influence of various philosophical trends in American science. Most of them not only determine certain provisions for the education and upbringing of children, highlighting the appropriate preferences, but also directly affect the content of education. This is ensured by the openness of the American education system and active search for improving the efficiency of teaching and upbringing of school-age children.
 Keywords: philosophy; personality; creative development; socio-cultural adaptation; democracy; initiative; creative thinking.