Education Philosophy in Innovation Landscape of Globally Reproduced Progress. Raising an Issue
N. S. Konoplev, V. A. Kolesnikov
It’s an attempt to consider education as a centrally reproduced spiritual sphere aimed at socially secured realization of personal perspectives and, therefore, original humanness. Stemming from a myth, i. e. based on primitive social relations (that identify cultural stage), education originally aims at individuality fulfillment with transition of the former ones (the specified social relations) to the stage of developing social relations. As the experience shows, these relations predetermined the civilization with its social institutions. Being one of them education institution acquires features of supra-institutionalized structure since its main feature is absorbing mass individualized sociality by humanitarian and pan-humane values. This can be achieved through innovative reserve of modern social structure. On the basis of innovations being, as shown in this paper, not productive (i. e. related to productive forces development) but occupational (i. e. related to inter-personal, group and class relations in production sphere) material and spiritual progress of the civilization shifts more toward social being problems highlighted first of all by searching for life purpose. Innovations affirm compelling need of large number of people of Earth to overcome excesses of globalizing society in keeping with tolerantly co-organizing noospheric perspectives.
social intercourse, myth, social relations, civilization, education, education as a social institution, supra-institutionalization of education, searching for life purpose, personality, genesis, pedagogics, andragogy, scientific and technological revolution achievements, global dynamo-imbalance, innovations and their specificity, noosphere, tolerance, F. Engels, V. I. Vernadsky, K. E. Tsiolkovsky