ОБРАЗ ОСВІТЯНСЬКОГО ЗНАННЯ В КАТЕГОРІЯХ ІСТОРІОСОФІЇ
Journal Title: Гуманітарний часопис - Year 2016, Vol 1, Issue 1
Abstract
Phedotova Olena, Pankiv Mariya IMAGE OF EDUCATIONAL KNOWLEDGE THROUGH HISTORIOSOPHICAL REVIEW The article considers different interpretations of images of educational knowledge. The problem is solved through a brief review of historical suggestions and of their modern reading possibilities. Actuality of ‘educational knowledge’ in contemporary Ukrainian culture is determined by the need of the education system in new educational technologies due to conversion of many modern schools to ‘business units’, sales agencies etc. The problem is studied through combination of the following concepts: ‘science’, ‘education’, ‘spirituality’, and focuses on the synthesis of intercultural experience. This article is an endeavour to reconsider (or to consider profoundly) the concept of ‘educational knowledge’, modernizing European educational practices and their implementation in educational process. In our opinion, this should facilitate selection and synthesis of intercultural experience for the purpose of constituting a common European educational space. The author believes that it is impossible to introduce educational knowledge without scientific and educational complex of humanitarian (humane) orientation, which appeals to historical and philosophical tradition and to modern philosophical trends, such as hermeneutics, philosophical anthropology, post-structuralism, synergy etc. It is also stated that spirituality may be seen as a search, practice and experience of the person, and thus displays (as opposed to ‘exact’ and ‘natural’ sciences) special path to the truth which is opened by the ‘educational knowledge’. Different variants of ‘spiritual transformation’ of the person on his/her way to the truth are studied, which are offered by philosophical suggestions of various cultural epochs, in particular that of ‘love enlightenment’ and ‘austerity’. The article appeals to the analysis of education stimulus, where evaluative sample of identity is stated to be of great importance through which educational knowledge is absorbed. The latter is shown by the history of social educational practice, in particular such forms of it as pedagogy and psyhohohika. In the context of transferring the truth in pedagogy an allotment of the person with certain relationships, skills and knowledge, which he/she had not possessed before and which he/she should get by the end of the pedagogical relationship, is being observed. Psyhohohika, this almost forgotten form of social practice, involved not only transferring the truth to the person, but also changing the way of his/her existence. Both forms of social practice were widely used in antiquity and could be partly used in the modern educational practice. One should also consider the categories, which reflect the process of self-mastering, such as ‘enkratia’ and ‘akrasia’, and they should be used creatively in the process of searching for new educational technologies. The research in question also notes such ancient concepts of education, as ‘philosophy’ and ‘paideia’ which are gradually actualised in modern education. Historiosophical researches prove that educational knowledge, unlike any knowledge that has to overcome ignorance, changes the existential status of the individual, actualises the problem of the truth and gnosis, namely transferring to the cognitive act conditions, forms and consequences of the spiritual experience. The article proves that educational knowledge and education itself are the categories of existence where human microcosm nature is established. Educational knowledge is getting the onto epistemological status. The one, who masters the structure of his/her identity and the essence of appropriate forms of intuition, interpretation and evaluation of the world, may be considered educated. Such conclusion points out the necessity of enhancing the role of pedagogical responsibility and moral demand to individual’s deeds. It is concluded that any cultural epoch offers its own spiritual emanations, thus affecting the image of educational knowledge. At each stage of cultural development meaning of the term ‘educational knowledge’ depends on defining the terms ‘spirituality’ and ‘morality’, which may form a new semantic concept for research. On the modern stage of European culture’s development synergetics correlates (is located in the same semantic field) with such definitions of educational process as ‘paideia’ and ‘entelecheia’, demonstrating existence (and continuity) of historical tradition, and couldwork on the methodological basis of educational process.
Authors and Affiliations
Олена Федотова, Марія Паньків
Keywords
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