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Senior Project submitted to The Division of Social Studies of Bard College. The foundation of the current discourse on education is grounded in the funding and distribution of a 'good' called education. The Common Core State Standards, as a set of shared goals stipulated by the federal government, considers education to be a "stepping stone" towards joining the workforce in a competitive global marketplace. The lexicon of economic commodities instrumentalizes education due to its tacit assumption that education is a means to an occupational end. It treats education as an individual possession deposited by a school, via its teachers, into the student, viewed as a receptacle, as opposed to a shared possession which emerges through dialogue. It has been the economists and politicians who have dominated public discourse by focusing on the distributive questions in relation to education. The basis of their conception of education as training so as to enter the workforce has neglected the dialogic and, by extension, democratic nature of the educative process. Furthermore, this compartmentalization of the educative process, represented by the unilinear process by which information is deposited into the student, oriented towards securing employment, prevents the fostering of bridging ties. The positive vision of a truly democratic education that comes closer to realizing the fundamental egalitarian commitments, held by the drafters of the Declaration of Independence, unmoored from their discriminatory personal choices, emerges from the coupling of two philosophers, separated by a century, yet bridged by a common recognition of the profound necessity of dialogue, sharing and co-creative participation: John Dewey and Danielle Allen.

A collection that provides comprehensive coverage of a complex theme which is of interest to those involved in the fields of philosophy and education alike.

This outline focuses on the multifarious academic, pedagogical and social activities of Fr Luigi Giussani, Professor of Theology, Italian thinker and scholar renowned for his numerous accomplishments. Due to his exceptional attentiveness, inquisitiveness and courage he has been certainly well-known and highly-regarded not only in university and ecclesiastical but also in the cultural and political spheres of life.The author of this study describes Fr Giussani as an exceptional scholar and educator emphasising the pedagogical aspect of his activities. The study explains his understanding of pedagogy and education. Selected achievements from his biography confirm Fr Giussani to be an exceptional human being, educator and scholar. As an educator, Fr Giussani holds a sober and realistic view of man and his formation: the true value of man, he claims, lies in being rational and free. Complete trust in God and great love for a human person define the most fundamental elements of his approach.The outline also includes a short biographical note and describes popular ways of education, formative events, the educators and educatee's personality constituents, and the relationship between freedom, conscience, tradition and education.

The author of the article analyzes the problem of logical and philosophical boundaries of the concept of «education». This topic is urgent and requires a philosophical explication. It has a connection with the problem of the correlation of concepts: «education», «teaching» («learning»), «upbringing». The author systematizes the main variants of this relationship. As a result, the author suggests three main schemes. The first scheme has one component. Consequently, the concepts of «education», «teaching», «upbringing» are identical. This scheme has several options. The first option has such characteristics: education and teaching are identical, knowledge and mental development take precedence, the upbringing plays a minor role. The main characteristics of the second option: upbringing is a pedagogical concept that forms a system. Upbringing has a wide (social) significance. The first scheme (for example) is «upbringing teaching», modern higher learning, upbringing of a «new» person in the USSR. The second scheme contains two components. The concepts of «education», «training», «upbringing» are not identical. Training and upbringing are interrelated, but they are not identical. The concept of teaching has a connection with modeling, schematization and the creation of learning situations. Learning has a connection with intellectual development and a semiotic basis. The concept of upbringing has a connection with the immediate experience of the situation. Upbringing has a connection with moral qualities and an axiological basis. Teaching solves the problem of preparing children for life. Upbringing solves the problem of including children in life. Consequently, education has two subsystems: teaching (learning) and upbringing. The first and second schemes are common. The third scheme is new. It consists of three components. The concept of education includes three concepts: «teaching», «upbringing» and «development». This scheme may be of interest to researchers, but it needs to be refined (logical and terminological aspects).

Despite a fairly large number of historical and pedagogical studies devoted to the history of pedagogy and education in Kazakhstan, historical and pedagogical knowledge was not formalized as educational knowledge and was not used in the educational process for the teacher training. The authors define what have been the basics of structuring historical pedagogical knowledge in Kazakhstan and show that students' awareness of the history of education of Kazakhstan makes them look at the future differently. Moreover, they emphasize that rethinking and reassessment of historical and pedagogical knowledge will improve its content with value-targeted materials. For research implementation, philosophical, historical, and pedagogical literature was analyzed. For the empirical part of the research questionnaire with 20 teachers and pedagogical experiment with 180 students were conducted. The object of the pedagogical experiment was a specially organized process of assimilation of historical and pedagogical knowledge by students of pedagogical specialties, with new substantive content in the field of "History of Education of Kazakhstan" as an independent educational discipline. Results of the experimental work indicated that students studying the history of education as an independent discipline had an important condition for the formation of the general and pedagogical culture of the future specialist, since it gives knowledge about the development of the theory and practice of education and contributes to the formation of a worldview and pedagogical professionalism.

Apart from the European Qualifications Framework, further qualifications frameworks have meanwhile been developed and implemented on a national level by all Member States of the European Union. Nevertheless there is another level of discussions dealing with the question whether self-related qualifications frameworks should be developed and implemented. The pros and cons for such frameworks are manifold. This field of controversy is highlighted in the present research report and conclusions are drawn for further discussions. ; 1 ; 42 ; Bremen ; 55

Apart from the European Qualifications Framework, further qualifications frameworks have meanwhile been developed and implemented on a national level by all Member States of the European Union. Nevertheless there is another level of discussions dealing with the question whether self-related qualifications frameworks should be developed and implemented. The pros and cons for such frameworks are manifold. This field of controversy is highlighted in the present research report and conclusions are drawn for further discussions. (DIPF/orig.) ; Neben dem europäischen Qualifikationsrahmen wurden inzwischen auf nationaler Ebene in allen Mitgliedsländern der Europäischen Union Qualifikationsrahmen entwickelt und implementiert. Trotzdem gibt es eine weitere Diskussionsebene, wo der Frage nachgegangen wird, ob sektorbezogene Qualifikationsrahmen entwickelt und implementiert werden sollen. Das Für und Wider hat viele Aspekte. Dieses Spannungsfeld wird im vorliegenden Forschungsbericht beleuchtet und es werden Rückschlüsse für die weitere Diskussion gezogen. (DIPF/Orig.)

There was a talk about increasing and intensifying the effectiveness of work on educating young people in the spirit of military patriotism, and you were briefed on what changes have been made. The concept was discussed in order to increase respect for the Fatherland

The relevance of the scientific research of the concept of education 4.0, as well as the trends accompanying the process of digital transformation of education, is due to the following reasons: the need to change the structure of education management in the process of digital economic development; search for optimal methods to solve the problem of matching the content of education with the priorities and goals of the national economy. The purpose of the study is to study the concept of education 4.0 in the context of its impact on the training of personnel for the digital economy, as well as to consider the opportunities and challenges of digital transformation of education. Objectives. In accordance with the goal, the following tasks were set and solved: to study the content of the stages of development of the education system within the framework of the technological changes observed in the economy; identify trends in the digital transformation of education; to formulate the opportunities and challenges of digital transformation that determine the priorities of the future development of the professional training system for the digital economy. Methodology. The theoretical and methodological basis of the research is the scientific achievements of domestic and foreign scientists on the digital transformation of the education system. To substantiate the achieved results, a set of scientific methods and approaches was used: analysis and synthesis, comparison, generalization, scientific abstraction. The paper uses a retrospective approach to the category "education 4.0". The research is based on the publications of foreign and domestic authors on the studied issues and problems. Results. As a result of the research, the content of the concept of education 4.0 is revealed, global trends in education are formulated, the characteristics of digital technologies used in the educational process are given, opportunities and challenges that determine the future of education are formulated. Conclusions. It is proved that even now educational organizations should pay attention to the structural changes that digitalization entails, and use the material in the educational content that forms the knowledge and skills necessary for students to adapt to it.

The aim of the study is to reveal peculiar verbalization features of the concept of education in Ukrainian and Polish educational discourses, based on an interdisciplinary approach. The research tasks involve interpretation of the basic concepts, highlighting the essence of the interdisciplinary approach and basic components of the concept of education with a focus on the legislative-educational and educational-pedagogical contexts. The authors propose to analyze the concept of education, taking into account the basic principles of the interdisciplinary approach. This approach involves methods of linguoculturology, cognitive linguistics, pedagogical axiology, and the techniques of the cognitive-discursive, linguocultural, linguoaxiological, and praxeological approaches. The conceptual and terminological education thesaurus of Ukraine and Poland is at a challenging stage of development on the way to their integration into the European educational space. The Law of Ukraine "On Education" (2017) defines the concept of education as the basis of intellectual, spiritual, physical, and cultural development of the individual, his/her successful socialization, economic well-being, a guaranty of a society and state development united by common values and culture. In the legilature of Poland (Ustawa o szkolnictwie wyższym), education is compared to a joint public treasure. The documents focus on the lexeme quality and the need for quality development of higher education and science, which contributes to the formation of professional, ideological, and civic competencies in the relevant field of knowledge. In Ukraine and Poland, researchers demonstrate an increased interest in the praxeological aspect of the conceptual sphere of education, the main sememes of which are success, efficiency, productivity, which is, probably, due to both globalization process and mental features of every culture. The concept education is replenished with new terms like continuing education, life-long learning, knowledgable society, education capital, and with international lexemes in educational vocabulary - competence, pedeutology, andragogy, educology. In general, the concept of education combines ethnocultural and European characteristics. ; У статті з'ясовано особливості вербалізації концепту освіта в українському та польському освітньому дискурсах на засадах міждисциплінарного підходу. Завдання роботи – схарактеризувати базові поняття, сутність міждисциплінарного підходу, поняттєвий компонент концепту освіта в законодавчо-освітньому та освітньо-педагогічному дискурсах. Для аналізу концепту освіта запропоновано враховувати положення міждисциплінарну парадигму, в якій поєднано методи лінгвокультурології, когнітивної лінгвістики, педагогічної аксіології, положення когнітивно-дискурсивного, лінгвокультурологічного, лінгвоаксіологічного, праксеологічного підходів.