THE ONTOLOGY OF EDUCATION (HERMENEUTIC, EXISTENTIAL, SYNERGETIC BASE)

Abstract

Introduction: The article identifies the importance of research in the field of philosophy of education. The literature review presents a wide range of researchers in the field of humanistic philosophy of education. The system analysis of the current trends in the philosophy of education is given. Materials and methods: The methodological basis is represented by the triad of hermeneutics existentialism-synergy. The study is carried out mainly on the basis of hermeneutic positions. The prospects of existential and synergistic positions are demonstrated. Results: The results of the study: the essence of existential (understanding) of education is determined by the leading role of language. The dominance of pragmatism is not in line with the goals of human existence; therefore, it is not the basis of existential education. Education as a form of social existence of a man should not aim at superficial social problems, but at understanding the human being. The analysis of the relationship of human being and nature education allow us to conclude that existential education is focused on the act of understanding as an anthropological event. Education directs attention to the underlying meanings, based on the main events of human life: Birth, Love, Osamenost, Speech, Creativity, Freedom, Delight, Doubt, Suffering, and Death. These achievements should be represented in education. Human intentionality is considered as the human desire for openness, incompleteness. The definition of openness of human existence and the conformity of this metaphysical characteristic of its existence, the openness of education, the purpose of which is to build an understanding of the view of the world, allows to justify the conclusion about the incompleteness as a General trait of human existence and hermeneutically, existential, synergetic oriented education. Existential education is intentional. Festivity (celebration, fun, game, fixing the achievements, celebrate success) and the tragic mood (suffering, pain, sorrow, death are the important components of a fulfilling human life and they should not be evaluated unambiguously negative) in education. can be combined in art. The consistency of the experience of the fundamentals of human existence and co-presence with them in hermeneutically oriented education make it event-related, give it meaning. The article also investigates the border line of the achievements of a man and education. The conclusion about the nature of self-regeneration of education is drawn. Discussion and Conclusions: The authors stick to the humanist antiscientific position in the analysis of the revealed unity of human nature and existential education, believing that humanistically oriented education should help to find the man a tough, but the best possible place to live between the “must be” and “the existing”. Existential education aims to help a person to keep courageously the dynamics of the balance on the blade of Genesis, on which he goes from himself to himself. Education in the article is represented as institutialized environment of ongoing human evolution in hermeneutical undertaking.