The “Philosophy of Education” Evolution in the Context of Post-History and the Rise of a Brand-New Philosophical Paradigm
DOI:
https://doi.org/10.18662/rrem/17.2/1008Keywords:
Philosophy of education, educational discourse, the phenomenon of education, philosophy, pedagogyAbstract
The current sociocultural landscape is characterised by the rapid growth of social sciences and an accumulation of knowledge in social and humanities expertise. At the same time, there is an accelerated development of social education. The global educational crisis, coupled with the drawbacks of existing reform strategies, has highlighted the need for philosophical reflection on education. Achieving educational objectives at the international (those initiated by UNESCO) and national levels requires new conceptual, methodological and axiological approaches. In the 21st century, the philosophy of education must allow for individual choice in addressing traditional metaphysical questions while being rooted in a collective understanding of present-day realities. However, the educational system is overly focused on past scientific knowledge and often neglects culture, human nature and existential needs. As a result, today’s education, lacking deep roots in the cultural-historical process, inadvertently disconnects people from their cultural heritage, leading to potentially harmful outcomes. Meanwhile, one’s perception of the world and humanity is shaped by human creativity and the cultural-historical foundations of human communities. Even science draws its norms from these foundations and serves as a component and expression of culture. This article analyses current approaches to defining the role of the philosophy of education, as well as identifying key trends in its development within Ukrainian and international scientific discourse. It provides a historical overview of the periods when the philosophy of education first emerged as an aspect of post-history. Additionally, the article explores the evolution of a new philosophical paradigm within the education sector. Finally, it uncovers the potential consequences for both educational thought and practice.
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