Suchergebnisse

The purpose of the research is to clarify the current problems of education in terms of education management and to work out the ways of solving them within the framework of the humanistic paradigm, that is, "management for human education", presenting these solutions as implementing the required model of teachers' training. Methodology. The author implements the approaches of education anthropology, the basis for which was provided by monitoring in action, textual records and research letters, as well as general philosophical methods. Scientific novelty of the research lies in the anthropological view of the education problems, including the sphere of management. The perspective of the modern situation under study, that is, the neoliberal and managerial context add to the degree of scientific novelty. Results. Different conceptions of education management are revealed and the corresponding management models are considered, the difference of which is explained by opposing the humanistic and managerial paradigms. In a number of problems of education management, beyond the usual ones that appear for the collectives of educational organizations, it became obvious that new problems have emerged due to introducing "new management", which has a noticeable impact on the goals and values themselves, distorting "human education". As a response required from management to the needs of education in line with the humanistic paradigm, a "synergetic model of management" and "democratic management of education" are proposed. Conclusions. On the basis of analyzing the problems and education management models required for education, the author draws conclusions for teachers' training: highlights the ideas that make up its guidelines, and outlines possible approaches to the content and methods of teaching education managers and teachers in line with the model "Creative, autonomous, reflective teacher" corresponding to the humanistic paradigm.

The study focuses on the phenomenon of alterity found in experience, in general, as the «other» or Others (other subjects as such). The research is based on phenomenological and dialectical approaches and orientation on the problem field of philosophy of education proceeding from an anthropological perspective. The article outlines the context of the problem of the other in philosophy and social sciences, based on which there was set an objective of developing an understanding of the meaning of the other, especially in relation to education. In considering the experience of «being a human» as the foundation of education, there are identified 'layers', starting with the 'simplest' — the level of «order», at which «self» and the «other» are revealed. This is a perspective determined by self-identity, which explains such areas of education as «embedding», training in relations with different environments; «systems thinking»; «learning» to «cope». A special relationship between «self» and the «other» is revealed in the layer of the experience of the «living». This layer is found to be nonstatic and should be designated as the phenomenon of «agency». The dialectics of the relations between the self and the «other» within this layer also explains the processes of «reflection» inherent in living things and accompanying human experience in its development at all further levels. The paper conceptualizes the significance of the «other» in the experience of this level for the modern articulation of the principles of education and for the interpretation of «human education». In the layers of experience of a «living being» and a «person-in-particular», the article reveals the significance of the «other» and Others for the gradual development of the properties and characteristic phenomena of agency according to the levels of experience in the course of a lifetime up to «maturity». These properties and phenomena include «open agency»; «subjective experience»; «light of consciousness»; «understanding»; interactions and «relationships» with the Others; «discernment»; «thing»; «sign». The paper provides conclusions regarding the significance of the «other» and Others for human experience, in general, and for the essential characteristics of individual agency («self-expression»; «self-overcoming»; «inclusive nature» of agency), as well as for understanding the education required in the modern world.