The issue of anthropological meaning of education and education in the social-philosophical discourse of ukrainian artists: V. Vynnychenko, M. Shlemkevych

- Загородня, Алла Анатоліївна (orcid.org/0000-0003-2418-1670) (2024) The issue of anthropological meaning of education and education in the social-philosophical discourse of ukrainian artists: V. Vynnychenko, M. Shlemkevych "Scientific Innovations and Advanced Technologies" (Management and Administration Series, Law Series, Economics Series, Psychology Series, Pedagogy Series), 10 (38). pp. 553-562. ISSN 2786-5274

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Abstract

The article analyzes the socio-anthropological ideas of education and personality development in the socio-philosophical discourse of Ukrainian artists, in particular V. Vinnichenko and M. Shlemkevych. The formation of the worldview position of V. Vinnychenko and M. Shlemkevich in general and the socio-philosophical position in particular, which was influenced by philosophical anthropology, "philosophy of life", existentialism, psychoanalysis, the synthesis of which was reflected in an artistic and aesthetic form, is outlined. Attention is focused on a number of philosophical directions, with the help of which Vynnychenko and Shlemkevych managed to holistically approach the analysis of the problems of society and the world. It was revealed that a new non-linear model of world development is now being established. The main features of this model are: non-linearity, multivariate development paths, unpredictability, stochasticity of development. This paradigm of science is based on synergetics, which studies the laws of development of open, self-organizing systems. Such systems include social systems. Education, in turn, belongs to such social systems. It has been established that at the current stage of reforming the life of society, high demands are placed on the education system, there is an urgent need not only for thorough professional training of young people, but also for the expansion of worldview, modern professional thinking, high education, and individual awareness of the importance of universal human values. In the process of getting an education, a person becomes familiar with the fact that the principle of priority of universal values is embedded in the strategy and tactics of reforming the education system. The new hierarchy of values, in which the universal is in the first place, is a methodological idea embedded in national laws, concepts, and programs in the field of upbringing and education. It has been proven that a person is a sphere of freedom, his behavior cannot be predicted according to the laws of mechanistic determinism. T. Kuhn claims that paradigmaticity is characteristic not only of science, but also of other spheres of culture, for example, education. An educational paradigm is a method of activity of a specific pedagogical community in a specific era. A change in the educational paradigm is a change in the socio-cultural type of education. It has been found that at the end of the 20th and 21st centuries, education undergoes certain deep changes, which actualizes the emergence of a new field of scientific knowledge - the philosophy of education, which is designed to develop new educational methods, new approaches, and new technology of the process of obtaining knowledge. It was revealed that this is due to the fact that society, under the influence of the scientific and technological revolution, acquires an informational character, which determines new trends in the development of modern education and the main tasks of the philosophy of education - the identification of the original cultural values and fundamental worldviews of education and upbringing, corresponding to those requirements , which are objectively presented to the individual in the conditions of modern society. It has been found that today such a basis for the development of target orientations of modern education is the anthropological attitude as the dominant culture of the era of postmodernism. It has been proven that the issue of anthropological meanings of education and upbringing in the socio-philosophical discourse of Ukrainian artists has become one of the ways of humanizing education and upbringing, rooting personal-oriented learning; made it possible to define educational functions in a new way as creative and humanistic, which make it possible to prepare young people to change the existing reality and create a better one, which would embody humanistic values to a greater extent. It was determined that the anthropological dimension of education and upbringing reveals their humanistic essence, which are the main motives of socio-anthropological ideas in the Ukrainian philosophy of education and upbringing in the works of V. Vinnichenko and M. Shlemkevych. It was concluded that the concept of integrity, a comprehensive approach, and the problems of social (cultural) anthropology are the defining trends of Ukrainian philosophical and anthropological thought. The status of Ukrainian anthropology as a comprehensive human science is substantiated.

Item Type:	Article
Keywords:	socio-anthropological ideas of education, upbringing, personality, human self-worth, moral and ethical essence, complex approach, integrity, human sciences, postmodernism, architectonics, V. Vynnychenko, M. Shlemkevich
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 Pedagogics > Department of History and Philosophy of Education
Depositing User:	Професор Алла Анатоліївна Загородня
Date Deposited:	22 Oct 2024 07:35
Last Modified:	22 Oct 2024 07:35
URI:	https://lib.iitta.gov.ua/id/eprint/742717

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