Continuity and prospects of the Scientific School of Philosophy of Education Novosibirsk State Pedagogical University (dedicated to the 25th anniversary of its foundation)
B. O. Mayer1, T. S. Kosenko1, I. V. Yakovleva1, E. V. Ushakova2, S. I. Chernykh3
1Novosibirsk State Pedagogical University, Novosibirsk, Russia
2Altay State Medical University of the Ministry of Health of the Russian Federation, Barnaul, Russia
3Novosibirsk State Agrarian University, Novosibirsk, Russia
Keywords: philosophy of education, social and political philosophy, continuity, prospects, Scientific School of Philosophy of Education, Scientific Research Institute of Philosophy of Education
Abstract
Introduction. The main condition for achieving the prospects for the development of the Russian state in the global world system is the innovative foundations of educational activities. The integration of the Russian scientific and pedagogical community into the global educational space requires methodologically supported by its own reflexive theory and practice of interaction with society. Methodology. The staff of the Scientific School of Philosophy of Education of Novosibirsk State Pedagogical University is searching for the foundations of interaction with the world scientific community at the same time as realizing their own subjectivity. Fundamental and applied scientific research as the basis for the development of innovative activities of the Philosophy of Education Scientific School is based on the dialectic of new ontological, epistemological and axiological foundations of the modern educational space. Today, it is necessary to adapt them to new political, economic and social relations that require a more objective philosophical, socio-philosophical and humanitarian understanding. Discussion. Over 25 years of productive scientific activity, the team of followers of Nina Vasilyevna Nalivaiko, founder of the Scientific School of Philosophy of Education at Novosibirsk State Pedagogical University, has developed a philosophical understanding of the “society - education - person” system based on the need for a dialogue between philosophy and education. For this reason, the field of research on the essence, problems and prospects of Russian education is defined as the maturation of a new theory of education. Its formation is accompanied by the transition from an industrial society to an information society, new requirements for the education system and, accordingly, the evolution of the philosophy of education into the sphere of a special cycle of sciences (ontology of education, epistemology of education, axiology of education, praxeology of education, etc.). Conclusion. In the future, the Scientific School of Philosophy of Education plans large-scale tasks necessary for the empiricism of education. Firstly, it is an opportunity to create your own methodological foundations for solving numerous educational problems and social contradictions. Secondly, realizing the social necessity of implementing a systemic relationship between education and the global scientific community as a necessity for effective long-term and long-term integration, it is necessary to recognize the path of formation of a solidary non-conflict (or low-conflict) noospheric society.
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