Journal of the Philosophy of Education Welcome to the third volume of the Journal for the Philosophical Study of Education (JPSE), a peer-reviewed journal put out by the Society for the Philosophical Study of Education (SPSE). JSPE aims to publish papers that approach the field of education from a philosophical perspective, in the broadest sense of the term. Some of the papers considered for publication may be selected from works presented at the annual meeting of the Society for the Philosophical Study of Education by members of that organization, after these papers undergo blind peer review and revision if necessary. However, this journal does not limit its content to works pertaining to the annual conference; it strongly invites outside submissions from any interested party, provided that such submissions fit the guidelines of the journal. JPSE will consider papers, book reviews, interviews, and other documents with emphases in history, psychology, literature, politics, religion, pedagogy, and other areas if they portend to the general ideal of philosophical speculation on the meaning, purpose, and/or nature of education, both in the literal and in the broadest sense of the word. To encourage diffusion, we are posting abstracts of the contributions.
The work examines the issue of the philosophy of education, in particular, in the system of continuous formation of plastic structures in the mode of uncertainty. The essence of the concept of "philosophy of education", its interpretation, variants of explanation are determined. The signs and features of the philosophy of education are characterized. Also considered is the historical process of the development of the philosophy of education, the orientation of the philosophy of education towards a certain goal in a certain historical period, the state of the philosophy of education at the current stage, the main goals and tasks of the philosophy of education.During the study, attention is also paid to the concepts of education that exist today. The features of each theory, its manifestations, significance for education in general are determined. At the same time, various approaches to the construction of education and the possibility of their application are considered.In the work, attention is paid to the state of the education philosophy of the EU states at the current stage. Features of the educational process of the European Union, principles, principles are defined. Such categories of EU education philosophy as the freedom of choice of the pupil and student, the right of educational institutions to independently determine the structure and content of educational programs, the validity of knowledge, democracy in the relationship between the teacher and students, education throughout life are studied.At the same time, the educational process of Ukraine is analyzed. The features of the philosophy of the Ukrainian educational system, the practical implementation of certain principles, principles and ideas are highlighted. At the same time, the shortcomings of the educational philosophy of Ukraine are identified, which negatively affect the formation of a coherent and harmonious educational system of our country.The article focuses on the prospects for the development of the philosophy of education in Ukraine. The question of heterarchy, flexible education, own education is considered. Each identified path is characterized and its strengths and weaknesses are identified. At the same time, forecasts are made regarding the further development of education in Ukraine.
This article presents a philosophy of education as innovative tool to create abalance between theory and practice in educational activity. It focuses on the experienceand ways of implementing a philosophy of education curriculum inUkrainian pedagogical education under the transformation towards the democraticforms of political and economical life. The proposed project is aimed at formationeducated teacher (including informational and technological competency)by applying variables of philosophy of education: scientific, planning, action,pedagogical, and socio-systematic. The doctrinal changes of quality standards andthe content of education are possible when the main goal of all forms of pedagogiceducation is met - formation of a teacher as a «master of philosophy of education». ; У статті філософія освіти презентується якінноваційний засіб встановлення балансу між практикою і теорією в освітянській діяльності. Досліджуються досвід і шляхи впровадження навчального курсуфілософії освіти в педагогічній освіті України за умовсуспільної трансформації у напрямі до демократичнихформ політичного життя та економіки. Запропоновано комплекс програм, спрямованих на формування цивілізаційної, інформаційної, технологічної компетентності вчителя на основі змінних вимірів філософії освіти: наукознавчого, проектувального, дiяльнісного, педагогічного та соціосистемного. Умовою доктринальних змін стандартів якості та змісту освіти є підпорядкування розвитку усіх форм педагогічної освіти формуванню учителя як «магістра філософії освіти».
The integration of Ukraine into the European education area provides for handling the crisis, adapting to the conditions of market economy, training specialists of proper level, and thus for a competitive national system of education. The article deals with the notion of education philosophy in view of the human life value approach and the phenomenon of power (F. von Hayek, H. Arendt, M. Fuko and others). Particular ideas and theories, such as the humanistic, democratic, conservative, liberal ones and others, are of conceptual importance for the philosophy of education as a philosophy of the human being (Paulo Freire, Hans Christian Oster, Kenneth Ross Howe, Jason Scorza, Olsen Mark). The tendencies of the European (the Bologna process as a way of modernization of the western system of education) and the worldwide integration in the sphere of education greatly change the status of knowledge. However knowledge is a competitive product of high priority. It is the form of capital, intellectual property, the object of copyright and it is principally the national scientific market product. On the basis of years of the author's family studies experience in the sphere of national education of students it is grounded that in Ukraine in connection with asserting its independence and the European choice Majority as a strategic national idea uniting a society becomes a matter of world view and values importance. Its realization provides for the systemic regulation of the socio-humanitarian policy on the social, family and state levels. This implies a systemic turn of the Ukrainian power structures to the youth as a condition of a positive image of the country in the international education area.
In the first decades of the 20th century, the Sámi movement developed a vision for how education could play a central role in the future of the Sámi people. Faced with expanding colonial school systems, teachers and intellectuals imagined what education could look like if it was to contribute to the flourishing of Sámi livelihoods. One key contributor to this project was Per Pavelsen Fokstad (1890–1973). This article outlines key elements in Fokstad's philosophy of education and discusses his contribution to education theory in both his contemporary cultural interface and the one that we work in over 100 years later. The analyses are based on a hermeneutical reading of Fokstad's published texts. The analyses show how Fokstad outlined a philosophy of education based in the mother tongue as a catalyst for the child's development of a sense of self, a feeling of community, and a connection to land. This philosophy was revolutionary in his own time due to its redefinition of what was worth learning and knowing, and has grown in significance since.
In this article, the attention is concentrated exactly on cosmism and its variations, and also on its role and place in the system of philosophical knowledge which is proposed to be studied in the establishments of higher education. The questions for discussion about the role and place of cosmism in the content of higher education are put forward: Is it necessary for students to study cosmism? Should this knowledge be given in courses? How should it be given for apprehension? Philosophical knowledge is stated to be used as an instrument to form worldview orientations of the future man being able to secure the survival of civilization and mankind. Firstly, the ideas of cosmism help regard the human being as a component of the Cosmos, determine his role and place in the evolutionary processes of the Universe, discover the influence of cosmic forces upon him and the human civilization. Secondly, the ideas of cosmism in the structure of philosophical knowledge carry out humanistic and cultural functions: they complete building the world picture (as scientific, as universal) in the student's consciousness.
The integration of Ukraine into the European education area provides for handling the crisis, adapting to the conditions of market economy, training specialists of proper level, and thus for a competitive national system of education. The article deals with the notion of education philosophy in view of the human life value approach and the phenomenon of power (F. von Hayek, H. Arendt, M. Fuko and others). Particular ideas and theories, such as the humanistic, democratic, conservative, liberal ones and others, are of conceptual importance for the philosophy of education as a philosophy of the human being (Paulo Freire, Hans Christian Oster, Kenneth Ross Howe, Jason Scorza, Olsen Mark). The tendencies of the European (theBolognaprocess as a way of modernization of the western system of education) and the worldwide integration in the sphere of education greatly change the status of knowledge. However knowledge is a competitive product of high priority. It is the form of capital, intellectual property, the object of copyright and it is principally the national scientific market product. On the basis of years of the author's family studies experience in the sphere of national education of students it is grounded that in Ukraine in connection with asserting its independence and the European choice Majority as a strategic national idea uniting a society becomes a matter of world view and values importance. Its realization provides for the systemic regulation of the socio-humanitarian policy on the social, family and state levels. This implies a systemic turn of the Ukrainian power structures to the youth as a condition of a positive image of the country in the international education area. Key words: philosophy of education, A man, power, totalitarianism, modern-humanism, family studies, national idea. ; Інтеграція України в європейський освітній простір передбачає подолання кризових явищ, адаптацію до умов ринкової економіки, підготовку конкурентних фахівців, отже – конкурентну систему освіти. У статті розглянуто осмислення філософії освіти в спектрі ціннісного підходу до буття людини і феномена влади (Фрідріх фон Гаєк, Ханна Аренд, Мішель Фуко). Для філософії освіти концептуального значення набувають певні ідеї, теорії: гуманістичні, демократичні, ліберальні (Пауло Фрейре, Ганс Крістіан Остер, Хов Кеннет Росс, Скорза Джексон, Марк Олсен) та ін. Тенденції європейської (Болонський процес як шлях модернізації західної системи освіти) та загальносвітової освітньої інтеграції суттєво змінюють статус знань. Адже знання – пріоритетний конкурентний товар. Знання – це форма капіталу, інтелектуальна власність і об'єкт авторського права, а головно – національний наукоємний ринковий продукт. Зазначено багаторічний авторський досвід національного виховання студентів на засадах родознавства. Обґрунтовано, що за відстоювання Україною незалежності та європейського вибору, світоглядно-ціннісного сенсу набуває Повноліття як стратегічна об'єднуюча національна ідея, реалізація якої актуалізує упорядкування соціально-гуманітарної політики на суспільному, родинному, державному рівні. Необхідний системний поворот структур влади до людини, як умови позитивного образу України в Європі та світі.Ключові слова: філософія освіти, людина, влада, тоталітаризм, модерн-гуманізм, родознавство, національна ідея. Интеграция Украины в европейское образовательное пространство предполагает преодоление кризисных явлений, адаптацию к условиям рыночной экономики, подготовку специалистов соответствующего уровня, таким образом – конкурентную систему образования. В статье рассмотрено осмысление философии образования в спектре ценностного подхода к бытию человека и феномену власти (Фридрих фон Хаек, Ханна Аренд, Мишель Фуко). Для философии образования концептуальное значение приобретают определенные идеи, теории: гуманистические, демократические, либеральные (Пауло Фрейре, Ганс Кристиан Остер, Хов Кеннет Росс, Скорза Джексон, Марк Оксен) и др. Тенденции европейской (Болонский процесс как путь модернизации западной системы образования) и общемировой интеграции в образовательной сфере существенно меняют статус знаний. Ведь знание – приоритетный конкурентный товар, форма капитала, интеллектуальная собственность и объект авторского права, а главное – национальный наукоемный рыночный продукт. Аргументировано, что в условиях отстаивания Украиной независимости и европейского выбора, мировоззренчески-ценностный смысл приобретает Совершеннолетие как стратегическая объединительная национальная идея, реализация которой актуализирует упорядочивание социально-гуманитарной политики на уровне общества, семьи, государства. Необходим системный поворот структур власти к человеку, как условие позитивного образа Украины в Европе и мире.Ключевые слова: философия образования, человек, власть, тоталитаризм, модерн-гуманизм, родоведение, национальная идея. The integration of Ukraine into the European education area provides for handling the crisis, adapting to the conditions of market economy, training specialists of proper level, and thus for a competitive national system of education. The article deals with the notion of education philosophy in view of the human life value approach and the phenomenon of power (F. von Hayek, H. Arendt, M. Fuko and others). Particular ideas and theories, such as the humanistic, democratic, conservative, liberal ones and others, are of conceptual importance for the philosophy of education as a philosophy of the human being (Paulo Freire, Hans Christian Oster, Kenneth Ross Howe, Jason Scorza, Olsen Mark). The tendencies of the European (theBolognaprocess as a way of modernization of the western system of education) and the worldwide integration in the sphere of education greatly change the status of knowledge. However knowledge is a competitive product of high priority. It is the form of capital, intellectual property, the object of copyright and it is principally the national scientific market product. On the basis of years of the author's family studies experience in the sphere of national education of students it is grounded that in Ukraine in connection with asserting its independence and the European choice Majority as a strategic national idea uniting a society becomes a matter of world view and values importance. Its realization provides for the systemic regulation of the socio-humanitarian policy on the social, family and state levels. This implies a systemic turn of the Ukrainian power structures to the youth as a condition of a positive image of the country in the international education area. Key words: philosophy of education, A man, power, totalitarianism, modern-humanism, family studies, national idea.
Abstract The author of the paper investigates Martha C. Nussbaum's philosophical concept of education in which education is considered key to all human development. In the first part, the author focuses on some of the more interesting ideas in Nussbaum's philosophy of education regarding the growth, development and improvement of the individual, community, society, nation, country and humankind. The second part is a critical exploration of the individual in education, looking specifically at the general development of humankind and the shaping of abstract cosmopolitan world citizens, which are the main political goals of Nussbaum's philosophy of education.
The article discusses the innovative method of critical thinking or, more precisely, critical reflection in the field of education, formulated by the American philosopher and twentieth-century educator John Dewey. The author shows that the development of John Dewey of this method has passed practical approbation in a number of American schools, has received positive feedback and has been introduced into the pedagogic and educational practice. The "critical thinking" theory of has not lost its topicality in modern conditions.
