Online-education: reontologisation or deontologisation?

Abstract

The problematic goal of the article is to identify the direction of the vector of development of modern educational systems in the digital age towards reontologization or deontologization of education. Purposeful digitalization and commodification of education, which contribute to the implementation of the provisions of transhumanist ethics, entail the transformation of ideas about the nature of education, comparable in scale to the introduction of mass education in the 20th century. New ways of constructing ontologies of education are emerging, aimed at finding the foundations of this phenomenon. For centuries, education has been understood as the process of transmitting knowledge, values, norms of behavior, and ways of doing from person to person, involvement in local and international sociocultural and professional practices adopted in a particular human community. Currently, we are talking about entrusting this mission to artificial intelligence and exclusively personalized, but, in fact, dehumanized computer programs, mobile applications and online courses. Thus, the policy of the next re-ontologization of education as a sociocultural phenomenon is being carried out, in which certain researchers see deontologization, i.e. undermining the foundations in the social structure of education as a sociocultural phenomenon and mode of being. The question arises as to whether the aforementioned trends are so destructive in their consequences, or whether it is a question of changing individual ontologemes (i.e., the provisions of the ontology of education). The author of the article identifies the directions of re-ontologization of education in the 21st century and conducts a socio-philosophical examination of the onto-axiology of online education. The conclusion is drawn that online education has both a positive re-ontologizing and destructively deontologizing potential together with other transforming ontologemes of modern education. Among the fundamental essential foundations of education, the loss of which will mean the end for the sociocultural phenomenon and the birth of a new practice, personal interaction of participants in the educational process and the balance of integration and differentiation in education are singled out.