Philosophy / Philosophy of science
Professor Karpets Lyubov
Kharkov State Academy of Physical Culture
ONTOLOGY OF EDUCATIONAL REALITY
Modernization of modern education serves as
one of the most important conditions for successful development
processes of perfection in society. Today, global services market in
higher education, modern schools require more effective management of education quality.
A deep understanding of the problems of education is not
possible without reference to the history of philosophical thought,
without analysis of key ideas and
concepts, developed in the previous era of Plato, Aristotle, Augustine,
Rousseau, and the creators of the "classical" education system:
Comenius, Pestalozzi, Dewey and others; representatives of the German
Enlightenment of XIX c. by Kant, Shleiermahel, Hegel, Humboldt and
others.
Reflections on education issues of
XX c. many researchers always
first start by explaining this concept as a sociocultural phenomenon. In this
connection it should be noted
the works of V.M. Rozin, A.A. Huseynov, V.P. Andruschenko, V.V. Ilyin, V.G.
Kremen, M.I. Mikhalchenko, M.D. Kultaeva, S.F. Klepko and others. In a
philosophical analysis of educational reality
one must refer
to a complex and rich experience of various concepts of education of
the past. Educational reality as a specific component of social
reflection contains in its structure progressive and regressive paradigms of development. Every human culture are
reflected in the system of fundamental values, philosophical systems and
priorities of society. "The system of values and ideological orientations - note V.S. Stepin and L.F.
Kuznetsova – is a cultural matrix that
ensures the reproduction and development of social life on certain grounds
" [1, p. 4].
Expanding of inner nature of education is possible only through the prism of communicative act
which is a translation of the latest theoretical ideas for subject of studing
of the nature and patterns of
development of natural and social
reality and mastering of that
knowledge as well.
Education arises as the process of forming the subject’outlook, and as a
particular kind of spiritual activity
of community and the level of
knowledge, skills, habits and specific abilities based on them.
Education is independent of its utilitarian usefulness of social value, which
suggests its universal significance as a social process in the system of
intellectual production. Education, with its rich content, valuable
by its nature, is a timeless spiritual manifestation of mankind’s potential
possibilities and at the same
time takes place in a specific cultural and historical context. The concept of
"education" expressed marginal orientation of knowledge of a certain age, which
allows to characterize it as the
highest and at the same time unique kind of
speculations over theories. This sphere of human
activity, aimed at structuring and
theoretical systematization of reliable knowledge about the natural, social and
spiritual reality produced by science, as well as the forms and methods of
transmission of this knowledge in minds
of the individual and society.
A.A. Hussein connects the
education development especially with the development of a system
of social relations of a new form of verbal communication - writing [2, p. 8].
Its formation is caused by the growth of human intellectual activity, the
growing role of logical thinking. According to M.S. Kagan, it
is a "second great invention of culture" - recorded by writing being its
external form . [3, p. 272-273].
All civilizations
of the past and the present challenge as an information process in a way of
cognition and social life as they produce information about both
natural reality and existence of different spheres of society and
include the structure of production of spiritual education as a
tool that through writing, the verbal
speech processes information and transmit it to the future generations. Of particular
importance is the methodology itself
of the knowledge transfer and
assessment its understanding and perception. On the
dialectics of general and special in the content of the education indicate
are the facts of change
of the paradigmatic settings in its
content. Logical basis of change is a
permanent process of
increase and development of
knowledge and ways of
improving of human
practice in the cognition of objective reality and methodology of translation of new knowledge in the system of
subject-subjective relations in
educational process.
The quality of education as its inner essence reflect necessarily changes in the
content and focus in different historical paradigms. Education synthesizes in
their categorical structures spiritual and moral experience of many generations
and paradigms of development, aims to identify the social order in a
constructive and creative attitude to reality. The philosophy of quality
reflects a steady relationship of constituent elements of the object characterizing its specificity, which makes it possible to distinguish one
object from another. It is because of the quality of each of them is conceived as something separated from
the other objects. Today, in the context of information and telecommunications
paradigm the quality
of education expresses the fundamental
mastering by the subject
a content of information and communication technologies as the
determining system of knowledge and, of
course, application of
the telecommunication means
for their updating.
Formation of information and
communication technology transforms the entire education system. This is due to
the fact that today in sphere of education
the new ways to deliver information to the subject are being widely implemented. This is not only
in the past decade the scope of distance learning has expanded as a set of
educational services, which by means of specialized information and educational
environment provides the necessary information for the subject of education,
but promotes continuous valuable and
oriented education. Information
technologies serve as the basis of forming a general educational reality. To
respond to the challenge of information technology, philosophy of education
should take care of their ontological
support. In the new paradigm of information and telecommunications
interconnection of information and communication became the basis of the
explanation of the essence of communicative rationality. To obtain
the knowledge of the world the
education should teach to establish "indicators" between
the subject and the reality which
refers world and human
interaction. Rationality
formalates theoretically the
aggregate of empirical data on
the one hand, and through the development and use of the cognitive apparatus reveals the logic of the movement
of thought of the subject to the knowledge of the truth through reasoning and judgment
- on the other. "Rationality is, particularly based on reason, man's
relationship to the world, involving the design capabilities of consciousness
and reflection over the relation of
human’s activity targets and mechanisms to ensure their achievement" [4, p. 203]. Epistemological value of post-nonclassical
rationality is the concept of communicative rationality. All
major epistemological values of processes
unfold their content
in the prism of their rational comprehension. In education the
content of communicative rationality
is revealed most clearly. Namely
the existence and substantiation
of subject-subjective relations in education are entitled to confirm that through this system of relations one
can explain the
nature of such type of communication. An example of
ontological work in teaching practice is a "social
construction" which offers a new way of understanding of existing educational practices and opens
a new range of possibilities. The main objective to reform process of the education system is to evaluate
innovations with a
view of their impact on
improving the quality of educational services and satisfaction of
customers’ needs. The Bologna
Declaration promotes European cooperation in
assurance in quality
with a view to developing comparable criteria and methodologies. European
Association for Quality Assurance in Higher Education on behalf of the
conference of ministers of education developed in 2003 and in 2005 recommended
to implement the "Standards and Guidelines concerning the quality
of hihger education
in Europian countries. " [5]. Particular interest calls
for the justification of
philosophical and legal aspects of management which today is at the center of
discussions about education. This
acconts for by signing the
Bologna conception Ukraine slowly introducing it into action. This requires
rapid adoption of laws because of serious contradictions that took
place between theory of
implementation of the Bologna education system in Ukraine and practice of realization of this process which
prevents the validity of our
diplomas abroad.
International certification of educational programs,
credit-modular system of education,
regulatation of the process of external and internal outflow
of skilled personnel and many others demand
today the legal securing. The solution of the above problems
undoubtedly contributes to the
theoretical development of the fundamental problems of education, and through
them a person attracts to the
higher values which should be in
harmony with the flow of human thoughts
and actions that are
indispensable for progressive
march of the human world culture. Today there is an urgent need for
quality assurance, openness and transparency in the evaluation of different
types of educational establishments, taking into account national specifics and domestic needs
according to criteria and
methodologies that meet the requirements of the world.
Refrencies.
1. Stepin V.S., Kuznetsova L.F. Scientific picture of the world in the culture
of technogenic civilization. M., 1999. 274 p.
2. Guseinov A.A. Expression of crisis and symptoms of renewal (speech on
the "round table" "Philosophy, Culture and Education") //
Questions of
philosophy. 1999. ¹ 3.
3. Kagan M.S. Philosophy of Culture. SPb., 1996. 416 p.
4. Kohanovsky V.P., Przhylensky V.I., Serhodeeva E.A. Philosophy of
science:
Educ. manual. M .: Rostov- on - Don,
2005. 496 p.
5. Standards and recommendations for quality
assurance of higher education in the European space. Yoshkar-Ola, 2008. 58 p.