Abstract
Humanism as a principle for sustainable development of society, a model for the management of education and public education, is recognized as a fundamental principle by proponents of various schools of thought, social science, management and philosophy, and pedagogy. In their view, the philosophy of education and upbringing should clearly delineate the range of humanistic and moral values, define the social institutions designed to form an orientation towards these values, justify the relationship between the individual and the social qualities of the individual that could contribute to the “spirit of democracy” in society. However, addressing these important issues requires an exploration of morality identifying its nature, its functions in cognizing the world, and how it differs from other forms of cognition. According to the proponents of this socially-oriented direction of the management and educational philosophy, an important aim of education and upbringing is to develop the individual’s ability to reflect on moral topics; and this, they argue, is achieved mainly through the “language of morality” logic.
Highlights
Morality, according to Plato, is considered as one of the eternal ideas or forms of cognition existing in the supersensible world
The only condition under which language has meaning is, according to Plato, the existence of a supersensible world described by means of language, i.e., the world of pure ideas, including the idea of the good which is analogous to the world of phenomena
Plato believes that the process of moral education has the aim of discovering moral ideas
Summary
Morality, according to Plato, is considered as one of the eternal ideas or forms of cognition existing in the supersensible world. The task of cognition in the realm of morality, in the view of Plato, is to discover for oneself the idea of the good. It can be comprehended through intuition in a moment when it is separated from the object. Language reveals the criterion of the correctness of our thoughts These Plato‟s provisions are widely used by modern philosophers when they formulate the purpose, forms and methods of management of education and ethical upbringing
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