ФІЛОСОФСЬКЕ РОЗУМІННЯ СЕНСУ І ЗМІСТУ ВИХОВАННЯ (The philosophical comprehension of meaning and content of education)

Охарактеризовано основні філософські школи, що визначають розвиток теорії та практики освіти й виховання, розкрито методологічний і аналітичний потенціал філософських концепцій освіти, які суттєво впливають на формування парадигм і моделей, що дозволяють розглядати освіту як благо, як механізм соціалізації, розвитку соціальної структури і менталітету в умовах постійних соціальних трансформацій (The article describes the main philosophical schools which define theory and practice development of the education and upbringing. In this article has been given characteristic of the methodological and analytical potential of philosophic educational concepts, which influence on formation of paradigms and models. The mentioned models allow us to consider the education as a benefit and as a mechanism of socialization and preservation of social structures and mentality in the condition of permanent social transformation. The purposes and values of education in the conditions of information society and particularities of their transformation during formation of “knowledge society” are described. Highlighted priorities of modern education are: the European quality and availability of education, spiritual reference points of education, democracy in education, society development on the basis of new knowledge. The necessity of integration of education into culture as well as culture into education by forming the mechanism of cultural and national identification in a person is proved. Spiritual reference points of education are defined as independence, self-sufficiency and ability to self-realization of the person and his or her creative activity. Orientation of the educational process not to the state but to the person, to fundamental human values and consistent democratization of the whole educational space is ground. This orientation promotes formation of principles of democratic civil society, acts as the accelerator of development and spiritual and moral balance of market relations in Ukrainian society. Democracy in education provides strengthening of the role of public authorities, activation of participation of professional bodies and NGOs in educational, scientific-methods, business activities of educational institutions, forecasting of their development, assessing of the quality of educational services. Distinctions of modern approach to education in Ukraine are revealed. New requirements to training are described. Modern universities are considered as carriers of the European consciousness. The place and role of a higher educational institution in “university–student–employer” system is defined. Risks of noncritical acceptance of market ideology, understanding of education as a service rather than a social mission are revealed. The strategic directions of improvement of education in Ukraine are highlighted. The ways of solving the problems of democratization of educational space in Ukraine are offered. The educational mechanisms of creation of conditions for self-realization of every citizen of Ukraine and development of a democratic state are are offered