Intentiality as a temporal concept in the system of subjective time of an individual with disabilities in an inclusive society

Abstract

Introduction. Consideration of intentionality in the system of subjective time of a person with disabilities (hereinafter HIA) as an essential-individual characteristic correlated with the collective everyday consciousness of people with disabilities in an inclusive microsociety is of practical importance in solving sociocultural and philosophical problems of a conceptual and methodological nature. They show the peculiarities of using intentionality as a special temporal concept in the context of modeling the life activity of individuals with disabilities. Materials and methods. The materials of the study were domestic and foreign scientific studies devoted to the problems of the specifics of the subjective time of individuals with disabilities, topical issues of systematic analysis of the features of functioning and mechanisms of existence of an inclusive society, various aspects of the formation of an inclusive educational space, materials of conferences and works of leading world experts in the field of social philosophy, Philosophy of Inclusion and Philosophy of Education, materials of the Salaman Declaration on principles, policies and practices in the field of education of persons with special needs, which were made publicly available on the Internet and in official reports. The research methods were induction and deduction, historicism and systemic nature of scientific knowledge, analysis and synthesis, methods of phenomenological reduction, symbolic interactionism of content analysis, introspection and the praxic method. The results of the study. Presented are modern approaches to understanding and interpreting the construction of an inclusive society (including society) with the priority of studying the everyday space of people who have various restrictions on the conditions of their life (limited opportunities, special needs, people with disabilities). On the basis of models of inclusive education, the essence of approaches and methodological foundations that determine the basic structure and specifics of inclusive education, contributing to the formation of the worldview foundation of educational integration (inclusion) as a new socio-cultural reality, is considered. Conclusion. The solution of the problem under study lies in the allocation of two main stages (the evaluation stage and the stage of identification perspectives) of a person's awareness and comprehension of his own existence. Intentional temporality is immanently transformed into individual time, showing the specifics of inner experience and the distinctive features of the individual's mental images as necessary stages in the formation of a system of social events that are indexed in individual consciousness.