Inclusive education as a norm of cultural creativity: philosophical and theoretical aspect

- Ільїна, А.А. (orcid.org/0000-0001-7260-8398) and Ліпін, М.В. (orcid.org/0000-0003-0940-088X) (2022) Inclusive education as a norm of cultural creativity: philosophical and theoretical aspect Pedagogical innovations: ideas, realities, perspectives, 1 (28). pp. 14-22. ISSN 2413-4139

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Abstract

The complexity, fluidity and diversity of our world make the principles of inclusion a defining parameter of the functioning of all spheres of social existence. The principles of inclusion cease to be something special and isolated and claim to become universal imperatives for the organization and functioning of all spheres of social life. In recent decades, there has been a perception that the development of inclusive education is one of the key prerequisites for building an inclusive society, if it considers the diversity of students not as a problem but as a challenge to identify individual talent in all its forms and create conditions for its prosperity. Gradually, an understanding emerges that the need for diversity and fluidity of the world requires the establishment of openness, responsibility, tolerance and inclusion, as everyday realities of social existence, puts before education the task of transforming traditional principles of teaching and education. Thus, inclusion involves the affirmation not so much of formal and highly specialized values of openness and inclusion, as the constitution of such forms of communication and interaction between participants in education and upbringing, which make inclusion a necessary attribute of self-fulfillment. The study raises the question, to what does inclusive education involve all those involved in the learning and education process? What exactly is education designed to open? And finally, what forms of interpersonal communication and interaction can meet not only the formal criteria of inclusiveness but also realize such a meaningful parameter of any education as the development of human subjectivity? In the context of these issues, inclusive education is seen by us not as something specific and special, but as an imperative for the transformation of the entire educational space, as education for all. The purpose of the article is related to the fact of inclusion as an important parameter of transformation of political, social and economic institutions of modern society. In this context, inclusive education is an important factor in the formation of an inclusive society, which highlights the need for theoretical understanding of the principles of its development as well as identification of its role and importance in the transformation of the education system in general. Our study aims to identify the general cultural basis for the implementation of inclusion in education and upbringing as a necessary condition for the development of human subjectivity. The authors conclude that the establishment of the discourse of inclusive education must be carried out in accordance with its logic of human subjectivity. Inclusive education, as education for all, is designed to teach all children and adults to learn. The implementation of the principles of inclusion in the process of teaching and education requires the transformation of interpersonal relations, which are immanent in the education system, from “subject-object” to “subject-subject”, from monologues to dialogic relations. Education for all becomes possible in the situation of revealing the subjective content of culture, i.e., such content, which is manifested in the appeal of one person to another. Such a transformation cannot take place only in the learning environment of children with special needs. It is a necessary prerequisite for the normalization of the entire education system.

Item Type:	Article
Keywords:	inclusive education; culture; community; personality; relationships; creativity.
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 304 Social questions. Social practice. Cultural practice. Way of life (Lebensweise) Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 376 Education, teaching, training of special groups of persons. Special schools > 376.3 Виховання та освіта осіб із вадами зору, слуху, мови та нервовими захворюваннями.
Divisions:	Institute of the gifted child > Philosophy and Methodology of Human Innovative Development Department
Depositing User:	н.с. Олена Василівна Онопченко
Date Deposited:	28 Sep 2022 18:30
Last Modified:	28 Sep 2022 18:30
URI:	https://lib.iitta.gov.ua/id/eprint/731962

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