Пошуки нових філософсько-освітніх парадигм у контексті освітньої кризи
In search of new philosophical and educational paradigms in the context of the educational crisis

Summary/Abstract: The article presents the analysis of the national socio-cultural space in the context of developing new philosophical and educational paradigms as the ways out of the educational crisis that is characterized by urgent necessity for creating a new system of training highly qualified specialists in the postmodern era, their ideological orientation meeting requirements and challenges of the globalized time. It focuses on the search for a new paradigm of national education, which is subject to the postmodern impacts with introduction of European ethical values and is determined by the moral status change of a modern identity and value orientations and is emphasized by the processes of globalization, the lag in the information space and the methodological crisis in the humanities as well. A new pragmatic and instrumental vector of philosophy of education is offered. It states that a powerful impulse to the personality’s development, humanity and civilization is given by the philosophical comprehension of the world formed by mastering philosophical knowledge in higher educational establishments. The article states that a new paradigm of education should consider philosophy as a general theory of education, the structure of philosophical knowledge being a "tool" of the teaching and educational process focused on a certain educational outcome, which is aimed at the formation of new philosophical systems of future specialists in accordance with the world changing and the development of planetary and space thinking to ensure the survival of humanity and civilization. This new educational paradigm based on the interaction of philosophy of education and training in the theoretical reconstruction of the communication forms and methods between generations makes it possible to define education as a purposeful cognitive activity of people to gain knowledge, skills and abilities and to improve them, it defines upbringing as a deliberate systematic formation of qualitative characteristics of a person by means of impacts. In the approaches to both education and training a key position is clearness of purpose, a uniting factor being an educational outcome which consists in forming intellectual and spiritual potential of a person. Pragmatic and instrumental orientation of a contemporary education interprets the worldview of the individual as the level of philosophical understanding of the world and identifies the cognitive richness of the worldview in the context of the spiritual dimensions of the individual, intra-personal and socially specified vectors of the individual’s value orientations are represented through the individual’s consciousness. Determination of the inner and socially specified values allows to distinguish a general direction of forming a hierarchy of the values, marked by the approval of the priority of human and humanistic principles in the context of psychological and pedagogical approaches to the problem of forming a new identity as an integral cultural entity . The most complete representative of the spiritual world is consciousness, because of its specificity and non-objectiveness (the presence of perception, demonstration and correlation of feelings, thoughts in each image). The main representatives of consciousness regarding the spiritual world of any individual are such characteristics as knowledge, intentionality, attention, self-report in one’s actions and unity expressed in the integrity of all components of the outer and inner experience. The formation of a new identity involves primarily the formation of valuable components of one’s worldview, which consists in understanding philosophical knowledge as a special spiritual phenomenon and identifying its place in culture, its relationship with other spiritual phenomena (the forms of social consciousness) – science, art, religion and so on. It follows that the system of education (from concept to meaningful content) must take into account and reconstitute the specificity of spirituality to the full: only in this case it can effectively solve the problem of forming an ethical and socially responsible individual. In pragmatic and instrumental targeting of higher education a separate problematic symptom of contemporary philosophical knowledge is the presence of its various theoretical constructions due to the phenomenon of virtual reality. In particular philosophical and theological knowledge significantly deepen understanding of the life matrix of a person as a universal mechanism of the integral energy structure creating a harmonious interaction between earthly and heavenly life plans. Basing on the energy life matrix of a person, we propose to define a semantic matrix of philosophical knowledge, which significantly expands the capacity of the individual’s consciousness and increases the level of spirituality, and thus of the humanity. The issue of spirituality today is a strategic one for the humanity from the position of necessity for its survival, because the understanding of spirituality influences not only a man but the society in the whole. Action of the mechanism of forming a new worldview of the individual is based on the global laws of the Universe: motion, energy exchange, cooperation, unity, logic of nature, critical mass, uncertainty. Philosophical knowledge matrix is based, respectively, on the triune basis of life: energy exchange, consciousness, spirituality. Energy exchange in a human life (and nature) occupies the main place and takes a directing role in life, moving a person to live, create, communicate and learn more. Understanding the law of energy exchange makes it possible to work out a strategy and tactics of forming the worldview of a new type of personality by means of philosophy. Thus, pragmatic and instrumental direction of philosophy of education consists in the dual role of philosophy in contemporary society : a new personality is formed by the categories of philosophy of education, and training is performed by means of philosophy in higher school.

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