Center and Periphery of Education: Human, Culture, Сommunity

- Ліпін, М.В. (orcid.org/0000-0003-0940-088X) (2024) Center and Periphery of Education: Human, Culture, Сommunity Pedagogical innovation: ideas, realities, perspectives, 1 (32). pp. 13-21. ISSN 2413-4139

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Abstract

The article analyzes the possibilities and consequences of implementing principles of child- or student-centeredness in education. It reveals the relationship between attempts to place humans as the goal and center of education and the anthropocentrism of the Modern era. The one-sidedness and abstraction of any centrism, which ultimately leads to the desubjectification of human activity, are substantiated. Elevating the entirety of human nature to the status of goal and center of the universe implies the actualization of the personal principle not only of the teacher and student, but also of the cultural content, around which communication and interaction of the participants in the pedagogical process take place. In conditions of uncertainty and rapid changes in the world, the problem of the personality capable of being the subject of knowledge, activity, and thinking becomes more acute than the problem of knowledge, culture, or science. The crisis of education can be viewed as a continuation of the anthropological crisis, as a consequence of the loss of humanity by humans. The perturbation of the human position in the world actualizes the search for new answers to the main Kantian questions, as the old answers no longer seem satisfactory. The desire to place humans at the center is one of the cases of Enframing procedure, the transformation of everything into a resource that can be controlled and kept available. The apparent exaltation of humans occurs at the expense of ontological theft from the world and through the will to power. The organizational process of ensuring the central place of humans in the world in general and efforts to establish child- or student-centeredness in education are determined by the common basis for both, namely the will to power. In our opinion, true education has neither a center nor a periphery. Rather, it is a sphere whose center is everywhere and periphery is nowhere. This sphere in which self-realization is possible as an intersubjective process, as the ability to realize not oneself, but the other.

Item Type:	Article
Keywords:	education; human; anthropocentrism; child-centeredness; student-centeredness; center; periphery.
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 1 Philosophy. Psychology Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.01 Fundamentals of education. Theory. Policy etc.
Divisions:	Institute of the gifted child > Philosophy and Methodology of Human Innovative Development Department
Depositing User:	н.с. Олена Василівна Онопченко
Date Deposited:	01 Dec 2024 18:05
Last Modified:	01 Dec 2024 18:05
URI:	https://lib.iitta.gov.ua/id/eprint/741899

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