The philosophy of education ( English philosophy of education ) is an area of philosophical knowledge that has education as its subject. He counts his history as a separate discipline from the beginning of the 20th century. The founder of the philosophy of education in the world is the Anglo-American philosopher John Dewey .
In English-speaking countries, the philosophy of education is currently an area with an established disciplinary status, represented in universities by separate departments, primarily in the faculties of philosophy and, in some cases, in the Colleges of education (“faculties of education”) [1] .
Content
The subject and specificity of the field of education philosophy
J. Dewey substantiated the existence and subject of philosophy of education as determined by the nature of philosophy itself [2] . The same position was shared by the second of the founders of the Anglo-American tradition of educational philosophy, A. Whitehead . F. Smith in the 60s of the XX century. analyzed the relationship between philosophy and education in the history of the field of education philosophy, distinguishing between the positions of “philosophy and education”, “philosophy in education”, “philosophy for education” and “philosophy of education” and suggested understanding the philosophy of education as an area of system research [3] . G. Brady emphasized the need for the field of educational philosophy of logical organization [4] .
Up until now, the specifics of the subject and the boundaries of the field of educational philosophy have been discussed, for example, one of the leading British philosophers of education, W. Carr, described the history of the emergence of this sub-area within the framework of academic philosophy as a consequence of what began in the 20th century. highlighting additional subject areas, along with a philosophy of consciousness , a philosophy of language , a philosophy of activity , and as an example of a combination of pure and applied philosophy [5] .
Modern philosophers of education emphasize the importance of the philosophy of education for teachers , defining its specificity in this regard as
- what should resolve the doubts of educators about the value of educational efforts;
- what determines for teachers the place of the ongoing process "in the fundamental order of things", moreover, in a harmonious relationship with this order;
- what ultimately leads educators to understand the ultimate goal of their own educational work.
At the same time, for its part, the philosophy of education is philosophically disciplined methods of thinking ... a body of proven techniques of analysis , argumentation and theoretical construction - to solve the problems of education " [6] .
The Philosophy of Education in the World
In the XX century. in the field of education philosophy, various directions have arisen related to the main philosophical trends [7] .
The analytical philosophy of education developed from the beginning. 60s in the USA, England, Australia by I. Scheffler, R. S. Peters, E. Macmillan, D. Saltis, etc.
The critical-rationalistic philosophy of education, reflecting the ideas of K. Popper , was developed from the beginning. 60s B. Bretzinka, G. Zdartsilom, F. Kube, R. Lochner and others.
The culturological approach in the philosophy of education was presented by K. Kershensteiner , as well as E. Spranger .
The existential-dialogue philosophy of education was based on the ideas and work of M. Buber .
The humanistic direction of the philosophy of education embodied the ideas of pedagogy C. Rogers .
Pedagogical anthropology represented by I. Derbolava, O. F. Bolnov, G. Roth, M. I. Langeveld, P. Kern, G.-Kh. Wittig, E. Meinberg relied on philosophical anthropology (M. Scheler, G. Plessner, A. Portman, E. Cassirer and others)
The critical emancipatory philosophy of education had as its founders K. Mollenhauer, V. Blankerz, V. Lempert, V. Klafka, who separated in the late 60s from the direction of pedagogical anthropology. These philosophers were guided by the Frankfurt philosophy of neo-Marxism by M. Horkheimer , T. Adorno , G. Marcuse , J. Habermas and argued that it was unlawful to separate education from politics, considering it necessary to involve education in political movements for emancipating the person and interpersonal relations from the rule of alienated structures and ideologies. The libertarian pedagogy of F. Ferrer , P. Freire , P. McLaren and others is close to their ideas.
The postmodern philosophy of education was presented by D. Lenzen, W. Fischer, C. Wünsche, G. Gieseke in Germany, S. Aronowitz, and W. Doll in the USA. The postmodernists fought for “democracy”, for pluralism of self-valuable practices, for the “deprofessionalization” of philosophy, against the “dictatorship” of theories and systems in the educational sphere (in this regard, combined with the “anti-pedagogy” of I. Illich and P. Freire ).
Philosophy of Education in Russia
In Russia, in parallel with similar processes in the West, the field of the philosophy of education (not yet identified in this way) began to take shape from the end of the 19th century, primarily due to the pedagogical work of K. D. Ushinsky and P. F. Kapterev , later V. V. Rozanov .
Even Leo Tolstoy justified what was to be understood as a philosophy of education, in the spirit of his moral philosophy - but in a manner completely similar to J. Dewey [8] .
KD Ushinsky also linked the specifics of the field of pedagogical anthropology he was developing with philosophy in the parameter of determining the goal necessary for education as an activity [9] .
VV Rozanov finally proposed the very formulation and definition of the field of educational philosophy [10] .
The first work on the philosophy of education perceived as such (“pedagogy as an applied philosophy”) was the philosophical study of S. I. Gessen [11] , published in 1922.
In the USSR, pedagogical research was carried out that was philosophical and educational in nature, consistent with the paradigm of Marxist-Leninist philosophy. Of these, in the 2nd floor. XX century “pedagogical research” by G. P. Shchedrovitsky are distinguished [12] .
The adoption of the philosophy of education as an independent scientific field in Russia began in the 1990s [13] . The fact that the status of the philosophy of education began to be determined was evidenced by the appearance of a number of collections, training courses, study guides, monographs, the most striking examples of which are “The Philosophy of Education for the 21st Century” by B. S. Gershunsky (1998), “Introduction to the Philosophy of Education” "E. N. Gusinsky and Yu. I. Turchaninova (2000)," Images of Education. Western Philosophy of Education of the 20th Century ”by A. P. Ogurtsova , V. V. Platonov (2004). In recent years, a specialized regular publication on the philosophy of education has been published in Russia.
At the same time, the philosophy of education in Russia is in the process of formation, with difficulty determining its borders and specifics in the context of pedagogy, which was powerfully institutionalized in the Soviet period and built into Russian society and culture [14] . In line with such a difficult process of formation, attempts are being made to organize philosophical and educational discussions [15] to find answers from the philosophical discourse regarding the problems of education in general, and especially the problems of modern education, in connection with civilizational transformations .
Notes
- ↑ The information presented hereinafter is given on the research of M. N. Kozhevnikova on the philosophy of education. See: Chapter 1. Philosophy of education: description modules // Kozhevnikova MN Philosophy of education in the Buddhist tradition. Diss. on the study guide as a philosopher. n - SPb., SPbU, 2009.S. 25-74.
- ↑ Dewey wrote: “If philosophy itself is indifferent to education, it is not philosophy. Philosophy can be defined as a general theory of education. ” In the book: Dewey J. Introduction to the Philosophy of Education M., 1921. S. 55.
- ↑ Philip. G. Smith, Philosophy of education: introductory studies. New York, Evanston and London, 1965. P. 51 - 71.
- ↑ Harry S. Broudy et. al., Philosophy of education: an organization of topics and selected sources. Urbana, Chicago and London: University of Illinois Press, 1967. P.11.
- ↑ Wilfred Carr, Philosophy and education, Journal of Philosophy of education, vol. 38, 2004. P. 59.
- ↑ Jonas F. Soltis, "Introduction," in Philosophy and Education, ed. Jonas F. Soltis (Chicago: The University of Chicago Press, 1981).
- ↑ The picture of the directions of Western philosophy of education is presented according to the book: Ogurtsov A.P., Platonov V.V. Images of education. Western philosophy of education. XX century. SPb .: RKHGI, 2004.
- ↑ He wrote: “All philosophers seek the laws of good and evil; Having found these laws, they, concerning pedagogy (all could not but concern pedagogy), force to form a human race according to these laws ". In the book: Tolstoy L.N. Works. T.16. M .: Fiction, 1983. P.11.
- ↑ Literally, Ushinsky formulated it this way: “We consider the definition of the goal of education to be the best touchstone of all philosophical, psychological and pedagogical theories.” In the book: Ushinsky K.D. Man as a subject of education // Ushinsky K.D. Selected pedagogical essays. M., 1974.V.1. S.236.
- ↑ V. V. Rozanov wrote in the Preface to his collection of articles on education “Twilight of Enlightenment”: “We have didactics and a number of didactics, we have pedagogy in general as a theory of some craft, whether art. But we do not have and did not have what could be called the philosophy of upbringing and education, that is, a discussion of education itself, education itself along with other cultural factors and also in relation to the eternal features of human nature and the constant tasks of history. ” In: Rozanov V.V. Twilight of Enlightenment. St. Petersburg, 1899. S.I.
- ↑ Hessen S.I. Fundamentals of pedagogy. Introduction to applied philosophy. -M.: School-Press, 1995 .-- p.25.
- ↑ Shchedrovitsky G.P. Pedagogy and logic. M., 1993.
- ↑ Of particular importance for these processes were the “round tables” on the topic of educational philosophy, held by the journals “Pedagogy” and “Questions of Philosophy”, in which leading Russian scientists related to this field participated. (See: Questions of Philosophy, 1995, No. 11; Pedagogy. 1995. No. 3). A Problem Scientific Council under the President of the Russian Academy of Education was also created, and a seminar on the philosophy of education at the Institute of Educational Innovations of the Russian Academy of Education began.
- ↑ On this occasion, see the objections of V.V. Kraevsky from the standpoint of pedagogy against the philosophy of education in the book: Kraevsky V.V. Pedagogical theory: what is it? Why is it needed? How is it done? Volgograd: Change, 1996.S.50-53.
- ↑ See the materials of the Seminar on Philosophy and the Art of Education on the website "Human Education": http://o-ch.ru
Literature
- Dewey J. Democracy and Education / Per. from English Moscow: Pedagogy Press, 2000
- Hessen S.I. Fundamentals of pedagogy. Introduction to applied philosophy. M .: School-Press, 1995.
- Shchedrovitsky G.P. Pedagogy and logic. M., 1993.
- Gershunsky B.S. Philosophy of education for the 21st century. M., 1998.
- Gusinsky E.N., Turchaninova Yu. I. Introduction to the philosophy of education. M., 2000.
- Philosophy of Education / Conference proceedings. SPb .: Publ. St. Petersburg Philosophical Society, 2002.
- Ogurtsov A.P. , Platonov V.V. Images of education. Western philosophy of education. XX century. SPb .: RKHGI, 2004.
Links
- Official site of the journal "Philosophy of Education" (Novosibirsk State Pedagogical University, Research Institute "Philosophy of Education")
- Site of the Seminar on Philosophy and Art of Education "Human Education"
- Site of the annual conference on the philosophy of education of the International Philosophical-Cosmological Society (IFSC)