Philosophy and Education as Cultural Phenomena
DOI:
https://doi.org/10.24234/wisdom.v4i3.841Keywords:
modern philosophy, philosophy of education, socio-cultural phenomenon, XXI century education, philosophy of cultureAbstract
The article analyzes the existential, gnoseological, and axiological dimensions of philosophy and education in the socio-cultural space. Cultural phenomena are positioned in several key manifestations: cognitive (as a result of sense experience), value (as a unique phenomenon), and being (as an element of civilization existence). The tasks of the article are to highlight the key philosophical and educational constants in modern humanitarian-scientific discourse. To achieve the objectives of scientific exploration was used general scientific (analysis, induction, deduction, systematization) and philosophical (synergetics, dialectics, phenomenology) methodologies, through which the essence of the phenomenon of philosophy and education in the system of culture are revealed, and the development of these areas of social activity is analyzed. The study was conducted based on an analysis of modern philosophical, educational and cultural ideas and theories. The scientific novelty of the study lies in the attempt to reconcile philosophical and educational theoretical-methodological and practically oriented precepts in a unified socio-cultural space. Consequently, the most effective format of coexistence of philosophy and education in the system of culture is considered to be a synergetic model, which provides interaction of these fundamental spheres of social activity.
Downloads
References
Atamanyuk, Z. M. (2019). The philosophical and methodological basis of analysis of the science of philosophy of education. In Z. Atamaniuk, Ye. Borinshtein, Yu. Dobrolyubska, & V. Okorokova, (Eds.), Comprehension of the formation of the world in different philosophical approaches (pp. 1-24). https://doi.org/10.36059/978-966-397-145-2/1-23 DOI: https://doi.org/10.36059/978-966-397-145-2/1-23
Bonnett, M. (2021). Environmental consciousness, nature, and the philosophy of education: Some key themes. Environmental Education Research. doi: 10.1080/13504622.2021.1951174 DOI: https://doi.org/10.1080/13504622.2021.1951174
Buchanan, R. A., Forster, D. J., Douglas, S., Nakar, S., Boon, H. J., Heath, T., Heyward, P., DíOlimpio, L., Ailwood, J., Eacott, S., Smith, S., Peters, M., & Tesar, M. (2022). Philosophy of education in a new key: Exploring new ways of teaching and doing ethics in education in the 21st century. Educational Philosophy and Theory, 54(8), 1178-1197. doi: 10.1080/00131857.2021.1880387 DOI: https://doi.org/10.1080/00131857.2021.1880387
Colgan, A. (2018). The examination of the decline of philosophy of education with institutional theory: A focus on the last three decades. Philosophical Inquiry in Education, 25(1), 66-87. https://doi.org/10.7202/1070716ar DOI: https://doi.org/10.7202/1070716ar
Frank, J., & Mcdonough, J. (2020). Core practices and philosophy of education: Balancing effectiveness with goodness. Teachers College Record, 122(4), 1-22. https://doi.org/10.1177/016146812012200402 DOI: https://doi.org/10.1177/016146812012200402
Ildefonso-Sanchez, G. M. (2019). Revaluing leisure in philosophy and education. Studies in Philosophy and Education, 38, 163-176. https://doi.org/10.1007/s11217-019-09651-6 DOI: https://doi.org/10.1007/s11217-019-09651-6
Kaushik, V., & Walsh, C. A. (2019). Pragmatism as a research paradigm and its implications for social work research. Social Sciences, 8(9), 255. https://doi.org/10.3390/socsci8090255 DOI: https://doi.org/10.3390/socsci8090255
Kilicoglu, G., & Kilicoglu, D. (2020). The birth of a new paradigm: Rethinking education and school leadership with a metamodern ëlensí. Studies in Philosophy and Education, 39, 493-514. https://doi.org/10.1007/s11217-019-09690-z DOI: https://doi.org/10.1007/s11217-019-09690-z
Koenig, H. (2019). Enabling the individual: Simmel, Dewey and ìThe need for a philosophy of educationî. Simmel Studies, 23(1), 109-146. https://doi.org/10.7202/1062541ar DOI: https://doi.org/10.7202/1062541ar
Kononchuk, O. (2020). Khudozhnie slovo ta ìmovne pytanniaî (za tvorchistiu M. A. Dzhamal-Zade) (Artistic word and ìlanguage questionî (courtesy of M. A. Jamal-Zade), in Ukrainian). Visnyk Mariupolskoho derzhavnoho universytetu. Seriia: Filolohiia (Bulletin of Mariupol State University, Series: Philology, in Ukrainian), 23, 43-50. doi: 10.34079/2226-3055-2020-13-23-43-50 DOI: https://doi.org/10.34079/2226-3055-2020-13-23-43-50
Kononchuk, T. (2019). Ekzystentsiini vymiry khudozhnoi realnosti (na prykladi tvorchosti V. Tendriakova, V. Zhuravskoho ta O. Ilichevskoho) (Existential dimension of artistic reality (on the example of the work of V. Tendryakov, V. Zhuravskyi and O. Ilichevskyi), in Ukrainian). Problemy suchasnoho literaturoznavstva (The Problems of Contemporary Literary Studies, in Ukrainian), 29, 209-219. doi: 10.18524/2312ñ6809.2019.29.180606 DOI: https://doi.org/10.18524/2312-6809.2019.29.180606
Murris, K. (2020). Posthuman child and the diffractive teacher: Decolonizing the nature/culture binary. In A. Cutter-Mackenzie-Knowles, K. Malone, & E. Barratt Hacking (Eds.), Research handbook on childhood nature (pp. 31-55). Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-319-67286-1_7 DOI: https://doi.org/10.1007/978-3-319-67286-1_7
Oliverio, S. (2020). Dead-ending philosophy? On Rortyís literary culture, democratic ethos and political education. European Journal of Pragmatism and American Philosophy, 12(1). https://doi.org/10.4000/ejpap.1897 DOI: https://doi.org/10.4000/ejpap.1897
Park, H. R. (2021). A case study of understanding culture and philosophy using PBL. International Journal of Advanced Culture Technology, 9(3), 100-105. https://doi.org/10.17703/IJACT.2021.9.3.100
Peters, M. A., & Besley, T. (2019). Critical philosophy of the postdigital. Postdigital Science and Education, 1, 29-42. https://doi.org/10.1007/s42438-018-0004-9 DOI: https://doi.org/10.1007/s42438-018-0004-9
Rostoka, M., Guraliuk, A., Cherevychnyi, G., Vyhovska, O., Poprotskyi, I., & Terentieva, N. (2021). Philosophy of a transdisciplinary approach in designing an open information and educational environment of institutions of higher education. Revista Romaneasca Pentru Educatie Multidimensionala, 13(3), 548-567. https://doi.org/10.18662/rrem/13.3/466 DOI: https://doi.org/10.18662/rrem/13.3/466
Sardoc, M., Coady, C. A. J., Bufacchi, V., Moghaddam, F. M., Cassam, Q., Silva, D., Miscevic, N., Andrejc, G., Kodelja, Z., Vezjak, B., Peters, M. A., & Tesar, M. (2022). Philosophy of education in a new key: On radicalization and violent extremism. Educational Philosophy and Theory, 54(8), 1162-1177. doi: 10.1080/00131857.2020.1861937 DOI: https://doi.org/10.1080/00131857.2020.1861937
Shepherd, S. M. (2019). Cultural awareness workshops: Limitations and practical consequences. BMC Medical Education, 19, 14. https://doi.org/10.1186/s12909-018-1450-5 DOI: https://doi.org/10.1186/s12909-018-1450-5
Sosnowska, P. (2020). Instrumentalism: A worthwhile critical concept for philosophy of education? Policy Futures in Education, 18(7), 850-863. https://doi.org/10.1177/1478210320960880 DOI: https://doi.org/10.1177/1478210320960880
Tesar, M., Hytten, K., Hoskins, T. H., Rosiek, J., Jackson, A., Hand, M., Roberts, P., Opiniano, G. A., Matapo, J., St. Pierre, E. A., Azada-Palacios, R., Kuby, C. R., Jones, A., Mazzei, L. A., Maruyama, Y., O'Donnell, A., Dixon-Roman, E., Huang, W., Chen, L., Peters, M. A., & Jackson, L. (2022). Philosophy of education in a new key: Future of philosophy of education. Educational Philosophy and Theory, 54(8), 1234-1255. doi: 10.1080/00131857.2021.1946792 DOI: https://doi.org/10.1080/00131857.2021.1946792
Vlieghe, J. (2020). Philosophy as education: A post-critical approach to the position and future of an academic discipline. In N. Hodgson, J. Vlieghe, & P. Zamojski (Eds.), Post-critical perspectives on higher education. Debating Higher Education: Philosophical Perspectives, 3 (pp. 145-157). Springer, Cham. https://doi.org/10.1007/978-3-030-45019-9_11 DOI: https://doi.org/10.1007/978-3-030-45019-9_11
Zidny, R., Sjostrom, J., & Eilks, I. (2020). Multi-perspective reflection on how indigenous knowledge and related ideas can improve science education for sustainability. Science & Educatuion, 29, 145-185. https://doi.org/10.1007/s11191-019-00100-x DOI: https://doi.org/10.1007/s11191-019-00100-x
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Viktoriia PISHCHANSKA, Larisa GORENKO, Tamara PUSHKAROVA, Oksana KONONCHUK, Tetiana KONONCHUK
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Creative Commons Attribution-Non-Commercial (CC BY-NC). CC BY-NC allows users to copy and distribute the article, provided this is not done for commercial purposes. The users may adapt – remix, transform, and build upon the material giving appropriate credit, and providing a link to the license. The full details of the license are available at https://creativecommons.org/licenses/by-nc/4.0/.