And yet, what is philosophy of education? (Some considerations regarding definitions)
https://doi.org/10.20913/2618-7515-2024-4-4
Abstract
Introduction. The article is devoted to the consideration of available ways of understanding the philosophy of education as an independent branch of knowledge. The authors discuss a range of specific problems in the philosophy of education. They analyze the relationship between socio-philosophical, epistemological, ethical and axiological guide-lines in the development of philosophy of education.
Purpose setting. The authors make an attempt to systematically present the philosophy of education as a conditionally distinguished sphere, which includes both the study of philosophical and methodological problems of some sciences and practical branches (pedagogy, didactics, methodology, design of educational courses, management of educational organizations, etc.), and reflection social and worldview problems arising in connection with educational issues.
Methodology and methods of the study. During the study, the authors used methods of conceptual analysis, comparison and meaningful juxtaposition of the definitions under consideration, critically reflected on various positions regarding the understanding of the subject and the specifics of the philosophy of education, presented in domestic and foreign literature.
Results. The research carried out allowed the authors to conclude that there are several strategies for constituting the philosophy of education as a discipline. The first of them is a generalization under the name «philosophy of education» of any experiences of philosophical understanding of issues that directly or indirectly relate to the upbringing, training and education of a person. The second strategy is to shape the field of philosophy of education by including within it all research into the general and methodological problems of the educational sciences. The third strategy is to integrate educational issues into a broader philosophical perspective.
Conclusion. The variety of ways to understand the philosophy of education corresponds to the variety of ways of research activity. It is important that the use of a specific definition of philosophy of education is accompanied by the emergence of obligations regarding the identification and evaluation of one’s own research results.
About the Authors
D. V. RakhinskyRussian Federation
Dmitry V. Rakhinsky, doctor of philosophical sciences, associate professor, professor, professor of the Department
department of public health and healthcare; department of civil law and procedure
660022; 1 Partizana Zheleznyaka str.; 660049; 90 Mira Ave.; 660041; 79 Svobodny Ave.; Krasnoyarsk
V. V. Mineev
Russian Federation
Valery V. Mineev, doctor of philosophical sciences, professor
department of philosophy, economics and law
660049; 89 Lada Lebedeva str.; Krasnoyarsk
S. P. Shtumpf
Russian Federation
Svetlana P. Shtumpf, doctor of philosophical sciences, professor
department of philosophy, economics and law
660049, 89 Lada Lebedeva str.; Krasnoyarsk
M. P. Yatsenko
Russian Federation
Michael P. Yatsenko, doctor of philosophical sciences, professor, professor of the department
department of history of Russia, world and regional civilizations
660041; 79 Svobodny Ave.; Krasnoyarsk
N. N. Ravochkin
Russian Federation
Nikita N. Ravochkin, doctor of philosophical sciences, professor, professor of the department
department of pedagogical technologies; department of history, philosophy and social sciences
650056; 5 Markovtseva str.; 650000; 28 Vesennaya str.,; Kemerovo
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Supplementary files
For citation: Rakhinsky D.V., Mineev V.V., Shtumpf S.P., Yatsenko M.P., Ravochkin N.N. And yet, what is philosophy of education? (Some considerations regarding definitions). Professional education in the modern world. 2024;14(4):585-594. https://doi.org/10.20913/2618-7515-2024-4-4
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