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author: Svitlana Pylypenko

Urgency of the research. At the beginning of the 21st century, the existential-anthropological dimension of the philosophical discourse acquires special relevance in the conditions of the fluid modernity. In modern philosophical studies, it is about finding a support, thanks to which, despite the existing transformations, philosophy is able to continue to play a fundamental role in determining the problems of human existence / society / civilization and ways to solve them. It is about the understanding of fundamental ideas, among which the problem of the connection between man and the world occupies a prominent place, which covers a number of questions regarding the essential immersion of man and his continuous spiritual searches. It is about philosophical inquiries as a solution to problems in determining the content and purpose of the philosophy of education and its compliance with challenges from the society, which is connected with the ideology of economic profit, media power, etc. in the context of globalization, informatization and technologization of modernity.

Target setting. In the philosophical discourses of the late 20th and early 21st centuries. society is no longer absolutized as a system of social relations – the multiplicity of meanings is noted, which overcomes the one-dimensionality of its existence / definition. This situation leads to the confusion of a person before the challenges of modernity, thereby forcing the latter to search for new actions and practices. One of the concepts that acquires special importance in the situation of modern man's loss of support is the concept of “educational mobility” as a kind of mediator that allows finding/establishing new ways of securing a person in the social being.

Actual scientific researches and issues analysis. The analysis of educational mobility as a response to the challenges of late modernity is due to the works of researchers who address the problems of globalization, technologization and informatization of modernity, outlining the configuration of modern society. First of all, these are the works of P. Drucker, M. Castells, S. Lesch, M. McLuhan, R. Robertson, E. Toffler, F. Fukuyama and others.

The situation of a person being lost and the search for new scraps is indicated in the reflections of S. Krymsky, V. Malakhov, M. Popovich, V. Tabachkovsky, and P. Freire. The researches of D. Voyakovsky, E. Giddens, J. G. Mead, and M. Featherstone are devoted to the processes of transformation of social reality in the context of fluid modernity.

The paradoxical nature and problematic nature of modern education is analyzed in the works of V. Andrushchenko, M. Drobotenko, M. Kultaeva, N. Radionova, M. Trinyak, N. Khamitov and other Ukrainian researchers. The contradictions of the modern state of philosophical knowledge are revealed by Z. Bauman, M. Kwiek, L. Donskis, and L. Pento.

The research objective. Turning to educational mobility as a phenomenon determines the following tasks: to analyze the phenomenon of educational mobility as a response of modern society / individual to the challenges of the fluid modernity; to reveal the meaning of educational mobility in the paradigm of modern philosophical knowledge, which is in a situation of searching for new conceptual foundations and indicates the presence of methodological pluralism.

The statement of basic materials. A new vision of philosophy is represented as one whose main task is compliance with new realities, where man and the world as realities become poly-paradigmatic, poly-essential, thus expanding the philosophical space of research. Innovative projects for the development of society arise, thanks to which philosophy becomes open to society. It is about the need to use new research paradigms to clarify modern processes. It is noted that today there are new forms of presentation of philosophy outside academic institutes. This new picture of philosophy presentation models states a public turn in the philosophy of the present. The public turn created a mosaic configuration of philosophy, including both popularizers of science and academic philosophers. Despite this, the problem of becoming a person as an agent remains undefined.

The process of education as a mechanism for preserving the integrity of the individual is increasingly criticized. It is about the transformation of educational institutions as the formation of a post-university. The concept of “meaning of being” is involved in the analysis, which allows considering post-university as being (Z. Bauman, L. Donskis). P. Freire's concept of education as “reading the word and reading the world” was considered in the context of teaching as a dialogic method, which testifies to the reciprocity of thoughts and actions.

It is about the need for cultural anthropotechnics for the subject's improvement of himself. An innovative approach to the education system meets the call to create a new generation of people, which is facilitated by educational mobility, which is possible under the conditions of openness. Educational mobility primarily acts as a project to enrich one's own thesaurus, in connection with the involvement of various cultural practices, and as a way of recognizing and adapting to those changes that are the realities of today, where mobility is a criterion for the preservation and existence of modern society. The concept of mobility is still debatable.

Turning to educational mobility allows us to talk about its flexible configuration, where professional training and the existing cultural level intersect, which are aimed at forming a personality that must meet modern challenges. During educational mobility, the social role of an individual changes: from a subject who acts / learns to the formation of an individual who perceives the world holistically, thereby affirming the principle of unity in diversity, which resonates with the principle of multiculturalism and tolerance. Educational mobility corresponds to the principle of “man's concern for himself” (M. Foucault) and is associated with such processes as integration, modernization, transmission of experience and practices, deepening of interaction between all participants of both social and cultural interaction. This allows us to define educational mobility as a plane of social interaction, where a new network pattern of social institutions and social communities is formed.

Conclusions. Modernity demonstrates the search for new conceptual foundations of philosophy of the 20th and early 21st centuries, among which educational mobility occupies a prominent place as a response to modern transformational processes. Analyzing educational mobility in the context of fluid modernity, it is worth drawing the following conclusions: first, mobility / educational mobility as a phenomenon acquires a global meaning, as evidenced by the works of modern researchers. Secondly, this representation is presented as an innovation in the understanding of human interaction with the world. This relationship should be considered everywhere through the prism of the multiplicity of research paradigms and discourses, which is connected with polyparadigmality, which reproduces the meaning of being of the fluid modernity. The task is to single out the conceptually important foundations of educational mobility in order to analyze the complex collisions of modern life in its various modifications. Thirdly, educational mobility creates new opportunities for creative self-realization of the individual, which is connected with existential experiences and cannot happen without recognition of the principle of tolerance, dialogue and recognition of all subjects of the educational process.

Key words: Educational mobility, globalization, man, existence, dialogue.

References:

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authors: Svitlana Pustovit, Liudmyla Paliei

Urgency of the research. The last century was marked by globalization, the comprehensive integration of various human activity systems, and the formation of unified spaces, including those for information, communication, economics, etc. In response to civilizational challenges, humanity is acquiring the characteristics of a global moral subject. Global bioethics as a system of moral values and principles, a scientific interdisciplinary direction that combines natural and humanitarian sciences and strives to solve the global problems of humanity, is the most important element of a modern doctor’s worldview and, accordingly, an essential component of today’s educational environment. The European transformation vector of the higher education system chosen by Ukraine necessitates the development of new value-based ethical dimensions, worldview-philosophical and epistemological foundations of a modern university, one of which is a bioethical worldview.

Target setting. Global bioethics, as a new interdisciplinary field of study, started to emerge in the 1970s of the 20^th century at the nexus of the natural sciences and humanities. Its primary focus is on considering and resolving the complex ethical dilemmas of preserving an individual’s health and well-being as well as the wellbeing of humanity as a whole and the environment, first and foremost under the circumstances of intensive use of biomedical technologies. With the emergence of global challenges posing a threat to human civilization, there has been a need to increase the role of bioethical education and develop global dimensions of medical education. The modern model of bioethics as a scientific direction and academic discipline cannot be limited to purely medical issues and rely solely on the values of autonomy and freedom of choice of medical service consumers without taking into account humanity’s global ethical problems. In the face of global challenges to contemporary civilization, global bioethics has emerged as a new moral discourse that articulates the values of solidarity, justice, vulnerability, and biodiversity protection.

Latest scientific studies and issues analysis. Among the scientists addressing the conceptual foundations of global bioethics are S. V. Pustovit, M. M. Kyseliov, T. V. Hardashuk, T. V. Mishatkina, T. M. Tsyrdia, V. R. Potter, T. Beauchamp and J. Childress, H. Ten Have, M. Gaille-Nikodimov, D. C. Zanella, A. Sganzerla., and L. Pessini. Educational aspects of global bioethics, features off the modern educational environment and its challenges t have been highlighted in the studies of such scholars as V. P. Andrushchenko, A. V. Horpenko, O. P. Kyvliuk, S. V. Pustovit, T. V. Mishatkina, O. Y. Kubar, T. P. Artimonov, N. D. Kovalchuk, L. A. Ovsyankina, N. Ivanenko, and H. ten Have. A number of scientists, including S. Benataar, H. ten Have, B. Gordijn, E. D. Pellegrino & T. K. McElhinney, Dwyer, L. Gruen and W. Ruddick, A. Majumdar, P. Mishra & R. Kaur, А. Morales-González, etc., have devoted their publications to the substantiation of the role of global bioethics as an essential worldview, axiological, and epistemological component of medical education.

The research objective. To explore the educational aspects of global bioethics (from traditional Hippocrates’ ethics to V.R. Potter’s global bioethics) - a scientific direction and academic discipline as a needed ideological, axiological and epistemological basis for the functioning of the contemporary medical education system.

The statement of basic materials. The educational and sociocultural aspects of global bioethics as an ideological and scientific phenomenon have been addressed. A comparative analysis of two models of bioethics, including T. Bochamp and J. Childres’ biomedical ethics and V. R. Potter’s global bioethics, has been carried out from the point of view of the goals and objectives of the contemporary medical education system.

Conclusions. The evolutionary development of medical ethics as an academic discipline and practice, from Hippocrates’ ethics to V.R. Potter’s global bioethics, has been analysed. It has been concluded that the modern model of bioethics cannot be limited to the principles of biomedical ethics, the consideration of purely medical issues, and reliance solely on the values of autonomy and freedom of choice of the individual as a consumer of medical services without taking into account the global bioethical problems of mankind.  Global bioethics, as an ethics of respect for the autonomy, dignity, and life of all living beings, as a scientific interdisciplinary direction that unites the natural and human sciences and strives to solve the global problems of mankind, is becoming an essential element of a modern doctor’s worldview and, accordingly, an essential component of the contemporary educational environment. It has been shown that the development of international academic mobility, the migration of medical professionals, health tourism, the globalization of clinical research and biomedical technologies, and the expansion of the most contentious area of bioethics are all factors contributing to the global dimension of bioethical education.

Key words: bioethics, biomedical ethics, global bioethics, bioethical education.

References:

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10. Pustovit, SV 2009, Hlobalnaia bioetika: stanovlenie teorii i praktiki (filosofskii analiz) (Global bioethics: establishment of theory and practice (philosophical analysis)), Kyiv: Arktur-A, 324 s.
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author: Nataliia Radinova

Urgency of the research. In the post-industrial era, referring to the communicative practices of the 19th century, reproduced in the socio-cultural space of the Slobozhanshchyna of that time, is relevant for at least two reasons. Firstly, it provides a broader understanding of the information transmission mechanism at the level of primary communication, its selection, and the generation of secondary meanings, which depends, to a considerable extent, on ethnonational specificity. Secondly, the internal drama of national self-assertion in the Sloboda region contributes to understanding the underlying foundations of contemporary Russian aggression.

Target setting. In modern Ukrainian realities, where the risk of falling into an information trap is too high, it is important to carry out communicative enlightenment. Understanding the past experience of our country plays an important role in this regard.

Actual scientific researches and issues analysis. The study of communicative practices and communicative processes has been reflected in the field of political and sociological research. It is worth noting the works of domestic researchers such as A. Yermolenko, O. Kyvliuk, M. Kultayeva, H. Pochepsov, and L. Sytnichenko.

The research objective. To examine the functional possibilities and human-creative potential of communicative practices of the 19th century, and to identify their heuristic potential for enhancing the effectiveness of communication processes in the post-industrial era.

The statement of basic materials. Communication, encompassing a wide range of social, political, cultural, and educational meanings, acquires special status and significance in the post-industrial society. However, few pay attention to the role played by the phenomenon of “simultaneous non-simultaneity” in the modern world. The communicative practices of the 19th century provide a conceptual key to understanding why Ukraine's integration into the global cultural space as a unique subject encounters difficulties resulting from previous development.

Conclusions. Communicative practices of the 19th century, viewed through the lens of the post-industrial society, reflect the practices of contemporary educational, cultural, political, and social existence, demonstrating communicative or repressive mechanisms of their perception, understanding, and interpretation, depending on ethno-cultural communicative experience.

Keywords :communicative practices, information, communicative experience, freedom, national self-assertion, 19th-century, Slobozhanshchyna, post-industrial, Russian aggression.

References:

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2. Bystrytskyi, Ye, Zymovets, R & Proleiev, S 2020, Komunikatsiia i kultura v hlobalnomu sviti (Communication and culture in a global world), Kyiv: DUKh I LITERA.
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authors: Olga Kyvliuk, Valentyna Voronkova, Vìtalina Nikitenko

Urgency of the research is that today a new type of rights is emerging - digital human rights, which are a product of the digital evolution of human rights theories in the Information Technology Age. The digital attributes of human beings highlight that the digital existence of people in society has become an objective fact as there is constant digitalization in the spheres of existence, life, and productive activities.

Target setting. It is important to research the conceptual aspects of digital human rights, acquiring "digital attributes", and forming relatively stable concepts such as: "information person", "smart society", "digital economy", etc. "Digital attributes" of the individual are embedded in all social relations in the digital space, which is the result of the expansion of the individual's social attributes in the digitalization context. The implementation of the Digital Attributes within the existing legal system, its form, and structure will positively contribute to the expansion of digital human rights protection areas in the digital space.

Actual scientific researches and issues analysis. This study substantiates the theoretical and practical aspects of digital human rights, which is an expression of digital attributes. The authors are guided by documents from international organizations exploring the issue of digital human rights, as well as studies: R. Andriukaitene, V. Voronkova, O. Kyvliuk, V. Nikitenko, R. Oleksenko, A. Cherep, O. Cherep and others. We agree that international organizations and governments of developed countries (USA, Japan, UK, China) have done much to protect digital human rights in the Internet era when they were just beginning to emerge.

The research objective. Conceptualizing the theoretical and practical aspects of digital human rights as an expression of digital attributes demonstrates the evolution of the human being from biological to informational and digital. The rise of global digital legislation has empowered individuals with a number of rights related to the protection of personal information/data, expanding and protecting everyone's rights in the digital space.

The statement of basic materials. The article is devoted to the study of conceptual aspects of the evolution from dynamic digitization to digital human attributes; analysis of digital human rights in the "decentralized" Internet environment/Metauniverse; elucidation of the essence and characteristics of digital human rights; formation of the concept of "digital human rights" and identification of its significance for modernity.

Conclusions. The digitalization of human activities and the 'digital attributes' that create a digital society are analyzed. Digital human rights are linked to core security interests and values within the framework of protecting people's rights and freedoms. The establishment of the legal rights of people's digital attributes, the mechanisms for realizing legal protection, and their systematization should contribute to the transformation of legal digital human rights and influence real life by fulfilling the obligations of both the state and each citizen.

Key words: digital rights, digital society, Metauniverse, digital attributes, digital rights defence, digital jurisprudence.

 References:

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