Modern practices facilitating adulthood: philosophical and psychological aspects

Philosophy

Abstract

The article examines the phenomenon of adulthood in terms of philosophical and psychological discourses through the idea of relationship between adulthood and education. It is shown that the content and forms of education are determined by cultural dominants, which are subject to change in the course of history. The authors identified key challenges of modernity in the context of cultural and educational practices: the need for lifelong education, and the acquisition of new identities through education. In the context of the discussion about the phenomenon of adulthood, the paper presents the psychological view of the practice of using teaching methods in accordance with the model of liberal arts and sciences (within the course «Thinking and writing») in an adult (not student) group. It is shown that the practice implemented in the course, comparable to the dynamic approach in teaching (according to K. Vopel), supports the development of the adult identity key characteristics, such as the ability to decentralize one’s own position, the experience of involvement in culture, responsible autonomy, in contrast to traditional (institutional) approach in teaching. The article describes supporting methodological resources for the development needs and tasks relevant to the period of adulthood. The psychological difficulties accompanying the implementation of the course «Thinking and writing» in an adult group, and ways to overcome them have been considered.