The system of education in the conditions of the value-semantic crisis: philosophical analysis

Philosophy

Abstract

The author of this article investigates the overriding problems of the institution of personal education, both in Russia and in the global world. The article shows that in the conditions of social transformations the traditional dichotomy of «knowledge – value» is actualized. The controversy is escalating between positivism and scientism, on the one hand, and the integral philosophical approach to reality, on the other hand. At the same time, the requirement of «scientific objectivity» does not mean a neutral attitude to knowledge, equalizing the mythological, religious and scientific worldview, materialism and idealism. Particular attention is paid to the educational aspect of the educational process. It is shown that the deep crisis of our time is a consequence of the degeneration of the bourgeois mode of production, which dominates in global society, and the abstract-universal system of values and meanings inherent in it. It is replaced by a new specifically universal system of values, not just denying traditional and bourgeois values but incorporating them into itself, filling it with a new, truly universal content. In this context, the participants of the educational process, teachers and students, face the difficult task of preserving and deepening the centuries-old tradition of education-upbringing as the fundamental value of our culture. Here we can distinguish two main areas of application of our efforts. First, it is the preservation and development of fundamental science as the basis of social progress and prosperity, especiallyin the post-industrial era. Second, it is the restoration and development of the system of educating young people, the formation of a modern, world-view-oriented, sensible and responsible attitude to nature, society, and our own life, meeting the demands of the «knowledge society».