EDUCATION LIKE BREACH BETWEEN PAST AND FUTURE
Purpose. The article aimed at comprehending the phenomenon of education in its anthropological content, by comparing two versions for the analytics of the crisis state in education, given by Hannah Arendt and Evald Ilyenkov. Theoretical basis. For implementing this task, the method of in-depth refle...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Ukrainian State University of Science and Technologies
2020-06-01
|
| Series: | Antropologìčnì Vimìri Fìlosofsʹkih Doslìdžen' |
| Subjects: | |
| Online Access: | http://ampr.diit.edu.ua/article/view/206722/206693 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1832570257711038464 |
|---|---|
| author | V. S. Voznyak N. V. Lipin |
| author_facet | V. S. Voznyak N. V. Lipin |
| author_sort | V. S. Voznyak |
| collection | DOAJ |
| description | Purpose. The article aimed at comprehending the phenomenon of education in its anthropological content, by comparing two versions for the analytics of the crisis state in education, given by Hannah Arendt and Evald Ilyenkov. Theoretical basis. For implementing this task, the method of in-depth reflexive reading of texts is used, when traditional academic concepts are considered in a new context determined by the analytics of real social problems. In this case, we are talking about the development of thinking not only as a cognitive ability but as an ethical and ontological feature of a human being. In that event, thinking arises through its invisible belonging of one person to many others that both Arendt and Ilyenkov ascertain. Originality. Originality of the article is to identify the anthropological dimension of education and to establish the negative influence of such ways in organizing the educational process while it is under the dictation of current circumstances. The justification for this thesis is presented by identifying the consonance of the educational concepts from Hannah Arendt and Evald Ilyenkov. Conclusions. The opposition between action and thinking, revealed by Hannah Arendt, cannot be understood as a divorcement of thinking from reality, since another man appears to be the original reality for a person, namely, in thinking a person enters the space of a meeting with another man, put himself into another person’s mind and with this firstly attains his place in the world, becoming himself, acquiring the image of a man. So perceived education does not become manipulative training, but it is a real birth of a subject as creating himself. Undermining of the authority in the modern world is accompanied by the searching new forms in structuring the common space of human endeavor, which is possible when the educational status is determined by its attitude to the world rather than by the social environment. The authority of a teacher is effective when he relies on his responsibility for the world into which he introduces the child and which opens to him. Responsibility for peace and the resulting authority is associated with love for the world. Only with sufficient love for the world, a person is capable of taking responsibility for it. |
| format | Article |
| id | doaj-art-73527c2c191745ad8851836c6aae7885 |
| institution | Kabale University |
| issn | 2227-7242 |
| language | English |
| publishDate | 2020-06-01 |
| publisher | Ukrainian State University of Science and Technologies |
| record_format | Article |
| series | Antropologìčnì Vimìri Fìlosofsʹkih Doslìdžen' |
| spelling | doaj-art-73527c2c191745ad8851836c6aae78852025-02-02T15:56:59ZengUkrainian State University of Science and TechnologiesAntropologìčnì Vimìri Fìlosofsʹkih Doslìdžen'2227-72422020-06-010179810910.15802/ampr.v0i17.206722EDUCATION LIKE BREACH BETWEEN PAST AND FUTUREV. S. Voznyak0N. V. Lipin1https://orcid.org/0000-0003-0940-088XDrohobych Ivan Franko State Pedagogical University UkraineKyiv National University of Trade and Economics UkrainePurpose. The article aimed at comprehending the phenomenon of education in its anthropological content, by comparing two versions for the analytics of the crisis state in education, given by Hannah Arendt and Evald Ilyenkov. Theoretical basis. For implementing this task, the method of in-depth reflexive reading of texts is used, when traditional academic concepts are considered in a new context determined by the analytics of real social problems. In this case, we are talking about the development of thinking not only as a cognitive ability but as an ethical and ontological feature of a human being. In that event, thinking arises through its invisible belonging of one person to many others that both Arendt and Ilyenkov ascertain. Originality. Originality of the article is to identify the anthropological dimension of education and to establish the negative influence of such ways in organizing the educational process while it is under the dictation of current circumstances. The justification for this thesis is presented by identifying the consonance of the educational concepts from Hannah Arendt and Evald Ilyenkov. Conclusions. The opposition between action and thinking, revealed by Hannah Arendt, cannot be understood as a divorcement of thinking from reality, since another man appears to be the original reality for a person, namely, in thinking a person enters the space of a meeting with another man, put himself into another person’s mind and with this firstly attains his place in the world, becoming himself, acquiring the image of a man. So perceived education does not become manipulative training, but it is a real birth of a subject as creating himself. Undermining of the authority in the modern world is accompanied by the searching new forms in structuring the common space of human endeavor, which is possible when the educational status is determined by its attitude to the world rather than by the social environment. The authority of a teacher is effective when he relies on his responsibility for the world into which he introduces the child and which opens to him. Responsibility for peace and the resulting authority is associated with love for the world. Only with sufficient love for the world, a person is capable of taking responsibility for it.http://ampr.diit.edu.ua/article/view/206722/206693maneducationthinkingsocietyauthorityresponsibility for the world |
| spellingShingle | V. S. Voznyak N. V. Lipin EDUCATION LIKE BREACH BETWEEN PAST AND FUTURE Antropologìčnì Vimìri Fìlosofsʹkih Doslìdžen' man education thinking society authority responsibility for the world |
| title | EDUCATION LIKE BREACH BETWEEN PAST AND FUTURE |
| title_full | EDUCATION LIKE BREACH BETWEEN PAST AND FUTURE |
| title_fullStr | EDUCATION LIKE BREACH BETWEEN PAST AND FUTURE |
| title_full_unstemmed | EDUCATION LIKE BREACH BETWEEN PAST AND FUTURE |
| title_short | EDUCATION LIKE BREACH BETWEEN PAST AND FUTURE |
| title_sort | education like breach between past and future |
| topic | man education thinking society authority responsibility for the world |
| url | http://ampr.diit.edu.ua/article/view/206722/206693 |
| work_keys_str_mv | AT vsvoznyak educationlikebreachbetweenpastandfuture AT nvlipin educationlikebreachbetweenpastandfuture |