Philosophy Of Social Education Research Articles

UNDERSTANDING OF THE PLATONIC TECHNIQUE OF DEVELOPMENT OF THINKING AND PAIDEIA

The problem of the historical-philosophical hermeneutics of the relationship between Plato's ideas about the nature of thinking and the concept of paideia was an important source of updating philosophical discourse, implemented in numerous turns of philosophical thought over the past two centuries. It is in the concept of paideia that the key attributes of thinking are concentrated, understood as a practical characteristic of human being, and not a timeless substance or set of ideas. In Platon, paideia acts both as a source, and method, and the goal of realizing thought, inexhaustible in its playing potential and surpassing reality itself thanks to freedom from natural causality, which hampers the order of real things. At the present stage, the concept of paideia was in demand as the basis for the historical and philosophical deconstruction of the discourse of culture, aimed at the dialectical removal of the abstract opposition of culture and nature. The invisibility of the artificial and the natural in the concept of paideia has opened up new horizons for philosophical anthropology, the purpose of which is to search for the foundations of the meanings of human existence in the framework of the modern scientific picture of the world, which at the level of axiomatics asserts the arbitrariness and artificiality of our civilization. The thematization of the concept of payayya remains significant in line with the social philosophy of education, aimed at restoring humanistic ideals as criteria for evaluating educational and pedagogical processes.Keywords: mindset, being, paideia, idea, ontology, Platonism.

Wang Yang - ming’s Philosophy of social Education - Focused on the Community Compact in Namgam Province -

Wang Yang - ming’s Philosophy of social Education - Focused on the Community Compact in Namgam Province -

Contemporary Global Transformation of University System and the Philosophy of Education Specifications in Anglo-Saxon and American Models of Education and Research Management

In today’s world there is diversification of different models of higher education. At the same time, the multiplicity, the diversity of higher education models does not exclude their identity. Internationalization and integration of higher education in a global and international dimension raise a lot of new questions to the theory and practice. Almost every developed country has the rich experience of building the higher education system. The analysis of this experience can aid development and enrichment of the national educational system; it provides an opportunity to avoid repeating the same mistakes and to discover the new approaches to solving some problems in this area. Therefore, based on this, we consider that it is impossible to claim the creation of the strategy of modernization educational and scientific reforms, which affect the educational and scientific institution of the society in the management of scientific and educational space without analysis of the existing models, schools, directions, their classification in contemporary philosophy of education. It concern as well the sphere of the social philosophy of education as the sphere of management of education. The continuity of public education, qualitative management, their intensity can only be achieved under two conditions of the fundamental character. The first one is use of new, theoretically grounded and practically proven management, philosophically developed, accessible and technically supported high technology of social activity, education, training, and learning. The second condition is the perfect acquisition of the methodology of socio-axiological and research activity. The structure must provide the same conditions for equitable selection of civil, educational and scientific-educational actions, excluding coercion and domination. It is noted that the existence of developed civil society among the existing conditions and prerequisites for the successful formation and functioning of educational systems and effective models of multilevel educational management is necessary. Thus, we can conclude that the strategy of the modern world development proposed by the social philosophy of upbringing and education is a key in the field of social administration, philosophy, and pedagogy. This is what we exactly mean by education, science or some of the paradigms of upbringing and education as a dominant one on a certain socio-historical stage. This understanding largely depends on the manner of organization and functioning of civil society in the present and future.

STRATEGY OF SOCIALLY-ANTHROPOLOGICAL DEVELOPMENT IN IDEAS AND SYSTEM OF MODERN SOCIAL PHILOSOPHY OF EDUCATION: INTEGRATION OF MODEL OF THE INSTRUMENTALISM AND THE NEOPRAGMATISM WITH THE CONCEPT «NEW HUMANISM»

The purpose. Explore the major ideological patterns of development of a socially philosophies of education in the context of the problems of institutionalization of knowledge about human and social development. To analyse system-integration aspect of social philosophy and education management in interaction of concepts of an instrumentalism of a pragmatism and a neopragmatism with model of «new humanism» in formation of socially valuable orientations. Methodology. Classification existing in the western philosophy of education and education of directions is spent, proceeding from basic principles of philosophical school or a current, first of all considering those the purpose and means which are really involved by them in process of education, social development and socially-moral education and being based on the basic installations, the purpose expressed by that or other direction, how its supporters imagine the person, its requirement, a social role, модус behaviour which the education system and education urged to form. Scientific novelty. In conditions when against crisis of an education system of the government of the USA and the leading countries of Europe are compelled to begin its long-term reform, its theorists substantially pay attention to democratic workings out of concepts of an instrumentalism of a pragmatism/neopragmatism in modern social philosophy of education, in particular on their aspiration to introduce in process of social development, education and education idea and practical model both educational, and a social equality. Considering growing requirement of a practical embodiment of ideas of freedom, justice, aspiration to realization of the human rights proclaimed a society, supporters of the concept of «new humanism» see the main objective in blocking a way to conformism, to a manipulation behaviour of the person and to create conditions for its free self-expression, for realization by the person of a fundamental choice of acts in a concrete situation and by that to warn danger of formation of the unified form of behaviour. In it principles of «new humanism» approach with a position of «new humanism» instrumentalism and neopragmatism. Conclusions. Before social philosophy of education/education it is necessary to define a problem factors which cause achievement of its main objective, to state an estimation to moral principles and personal qualities with which actually the education/education theory connects realization of the problems, to show, why these, instead of any other principles and qualities open to the person possibility to choose in a concrete situation socially powerful both morally defensible and comprehensible line of conduct in public the relation. Statement of a question on necessity of the philosophical analysis of problems of education and education in a social context serves as an indicator of understanding philosophers, teachers of an increasing role of the human and moral factor in society development. And, at last, the aspiration to develop socially-philosophical bases of pedagogics in general and education in particular, testifies that the western and domestic philosophers, teachers, representatives of social and psychological sciences, at least, the majority of them, have realized the public importance of an education system and education, its global character.

Philosophy of Education: An Introduction

1. Philosophy and the Philosophy of Education 2. General Theory of Education 3. Knowledge and the Curriculum 4. Teaching and Educating 5. Education, Morals and Religion 6. Social Philosophy of Education