Роль філософських понять в історії культури та філософії освіти України
Role of Philosophical Concepts in the History of Culture and Philosophy of Education of Ukraine

Summary/Abstract: The cultural and educational aspect of the influence on the development of philosophical and educational concepts and ideas in Ukraine is examined. The history of the formation, development and cultural progress of key philosophical concepts and terms is highlighted. Ukrainian and foreign researchers focus on specific interpretation of terms and concepts in different historical periods relying on the conditions of modern cultural and educational development of Ukraine. The affinity, similarity and symbolic landmarks of the history of Ukrainian cultural and philosophical and educational thought are declared. The educational model is significant in the system of social values, principles and beliefs only when supported by culture and philosophy which provide scientific and theoretical and spiritual content of the educational system. Bearing this in mind, we cannot examine the history of teaching or learning or educational processes as something separate from the history of Ukrainian cultural and philosophical and educational thought. Analysis of cultural and educational works of scholars enables us to interpret the philosophical and educational concepts, based on a huge palette of philosophical ideas. Thus, culture has connotations and philosophical content of education as a process of spiritual and practical human development. We know that philosophical ideas, terms and concepts acquire the ability to influence people only in the process of learning, education and upbringing, and this process is updated only in the medium with the appropriate level of culture. It is in the cultural environment when the human desire to educational development occurs not through compulsion of others, but as a logical component of life, or inner spiritual desire for self-development. In our opinion, the philosophy of education enables to reflect fully the whole logic of learning, education and training people through cultural and educational environment by means of using the appropriate philosophical concepts that emerged in the cultural understanding of being the human. We know that the vast majority of philosophers distinguish the object of philosophy as the "man-world-man" relationship, but this attitude is based on the relevant cultural and educational heritage. That is the whole man becomes when learns necessary cultural and educational knowledge. For this purpose this person should enter into relationship with the cultural heritage of the human world, and vice versa peace through culture and education affects the individual. The relationship of the unique and universal notions fascinated philosophers in ancient times. Philosophy of education could display this relationship. It united all the philosophical, cultural and educational knowledge; reflected it in terms and linked them through the interchange of people in the process of being. Therefore, in the history of philosophy and cultural history, from ancient times to the present, the vast majority of thinkers showed general patterns in the relationship between the world and a man, a man and the nature, people and the culture, a man and the society. For this reason, there are studies of philosophy of culture, philosophy of education, philosophy of society, natural philosophy, philosophy of art in the history of philosophy. All these satellites of philosophy, though received their grounding, but have their subject of study. However, they use the philosophical concepts for their argumentation. For example, the philosophy of art, while serving as a branch of philosophy, but is a very complex multistage spiritual and practical reflection of global existential processes by the artist. Each artist is both a barometer that specifically responds to all the world changes and cultural and educational tuning fork or a model for us. In this teaching and learning process, the cultural and educational trends of the people who are rooted in centuries, but based on the general philosophical concepts can play a key role as many cultural and aesthetic studies of Ukrainian thinkers prove. Although today philosophical and educational ideas, practices and achievements gradually become universal and have only minor national-cultural blotches, the world is globalized through a huge system of media resources. Therefore, the current philosophy of education in Ukraine should reflect or adapt to meet the needs of the globalized world, without losing its national focus and flavour. The philosophical concepts of "education", "erudition", "knowledge", "wisdom" have always been the subject of research of prominent Ukrainian and foreign thinkers and have a huge palette of philosophical, educational, cultural and aesthetic views on various aspects of the issue. So, in our opinion, the history of philosophy of education, combined with a history of cultural thought can only give a detailed description of a cultural and aesthetic, philosophical and educational content and the structure of many mentioned in our study philosophical terms and concepts.

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