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Urgency of the research. The article is devoted to the sense of natural philosophical knowledge, aimed at formation of outlook adjustments of modern personality in the range “human – nature”.
Target setting. The work has the aim to actualize outlook-forming potential of natural philosophical knowledge, to provide recommendations concerning outlining of its content and improving its presentment in the philosophical system in higher education institutions.
Actual scientific researches and issues analysis. The problematic content of philosophical education, specifically from the standpoint of the philosophy of education itself, has been considered rather briefly. However, we are considering a methodological contribution to the philosophy of education of such modern Ukrainian scholars as V. Andrushchenko, A. Boyko, V. Vashkevych, D. Dzvinchuk, I. Dobronravova, T. Zhyzhko, O. Kyvliuk, S. Klepko, K. Korsak, M. Kultaeva, M. Mikhalchen-ko, I. Nadolnyi, D. Sviridenko, N. Scotna, S. Terepyshchyi, S. Cherepanova and others.
The research objective. The philosophy of nature is an organic and necessary part of philosophical knowledge, which should be studied in institutions of higher education, and involves not only the assimilation of speculative knowledge of natural philosophy by future specialists, but also further awareness of the philosophical problems of biology, zoology, ecology, etc.
The statement of basic material. The article claims that the assimilation of knowledge from the natural philosophy should help future professionals to form worldviews in the range of "man - nature", namely: to grasp the integrity of nature and its fundamentality rationally, to comprehend nature as a general, limiting concept that explains the scheme of understanding individual things; as a regulatory idea that allows us to understand all things and all objects in their unity and in different forms, to build a rational scientific picture of the world, by filling in the data of natural science and discovering the internal principles of interconnection and determination of things, to reveal different levels of nature as a whole – from inorganic nature to life in general and human life in particular. It is a fragment of a pragmatist-instrumentalist philosophical-educational system, which consists in effective purposeful influence on the individual through a specific tool - philosophical knowledge. Here, natural philosophy becomes an instrument of intellectual discourse of the individual, and its study is a pragma (action) on the way to forming the world outlook of the individual and the universal picture of the world. It is the natural and philosophical knowledge that shapes the worldviews of the new (modern) personality, helping to understand the totality of the objective conditions of humanity's existence and to define its survival as a pressing problem of the present.
Conclusions. Substantial filling of philosophical knowledge should be selected (completed) in accordance with the specialization of higher education institutions, taking into account the socio-pedagogical result, aimed at raising the intellectual level and expanding the range of worldviews of personality. In particular, natural philosophy should be studied first of all in the educational institutions of natural orientation in the range of philosophical knowledge of nature, such as pantheism and panpsychism with its forms – animism, hylozoism, the doctrine of the soul as the substance and dynamic basis of the world.
Key words: natural philosophy, philosophy of nature, personality outlook, naturalphilosophical knowledge.
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Urgency of the research. One of the main problem of modern civilization is the lack of understanding between people. Excessive orientation on pragmatic values in modern society has led to the devaluation of the primordial principles of human nature, the forgetting of the eternal principles of humanism and antropocentrism. Therefore, the person was trapped of his own self-esteem, arrogance, inability to take into account the opinion of members of the immediate environment, which led to the emergence of a large number of violent conflicts. The existence of large-scale peace and security organizations in the global world, the signing of international agreements and memoranda are not able to make up for the shortage of human spirituality, solidarity and peace. As a result, more and more scientists are trying to prove that achieving worldwide peace requires a deeper understanding of it - not just as absence of homicide, but also as a set of indicators such as social justice, happiness index, interpersonal trust, and high development of education and health care.
Target setting. The presence of such an ambitious project as a "knowledge society" has significantly added optimism to anyone who believes that the desire for knowledge can displace violence on a local and global scale, ultimately convincing humanity of the expediency of giving up violence, even if a person pursues good intentions. Other part of scientists, skeptics, unanimously, argue that violence cannot be defeated, since it accompanied the development of human civilization on the every period of evolution. In their view, the idea of eternal peace is nothing more than a utopia that cannot be embodied in the harsh reality of everyday life. Accordingly, its usefulness is only that philosophers can dream of it. Therefore, this paper will attempt to answer this question - is it realistic to reach an understanding in the modern world in which conflict is already perceived as a certain norm, and if so what is required?
Actual scientific researches and issues analysis. The problem of the positive impact of education on society in conflict is within the scientific interests of scholars in the field of social philosophy, philosophy of education, the most prominent of which are K. McLean, M. Zembilas and S. Beckerman thanks to their collective monograph "Education for Peace in Conflict and Post-Conflict" Societies: Comparative Perspectives ”(2009). No less thorough in this context is the content of the doctoral thesis IF. Pacheco "Conflict, Post-Conflict, and the Functions of the University: Lessons from Colombia and Other Armed Conflicts" (2014), as well as the content of J. Lederak's scholarly work "Peacebuilding. Sustainable reconciliation in divided societies ”(2019).
The research objective. The key objective of this paper is to formulate the author's vision of the strategy of development of education in conflict, and to prove that the project of a knowledge society, with its advantages and disadvantages, can be implemented not only to the detriment of mankind, but as a first step in building a society of understanding. It is impossible to achieve such kind of society, it can only be built by our own efforts.
The statement of basic material. Peacebuilding in society is impossible without generating and implementing an effective higher education development strategy. Education representing the ideological and value principles of humanism, democracy, tolerance, dialogue is a powerful tool in the consolidation of a conflict society, its gradual transformation into a society of understanding. In this regard, the role of the teacher in peacebuilding cannot be overestimated. Unfortunately, most politicians prefer to finance short-term projects where certain material benefit can be obtained in a minimum period of time. This is probably one of the major strategic mistakes that can cause extremely negative consequences. In general terms, peace can be compared with a kind of humanitarian deposit that is long-term oriented. Its main dividend is the stable development of a society in which the confidence of individual citizens in each other acts as a metaphorical interest rate. That is, the greater the social trust within society, the greater the likelihood that war will not affect the territorial integrity of a particular state. The level of trust implies the support of state institutions of power from the side of ordinary citizens, as well as interpersonal trust in matters of religion, ethnic and value-based differences. Universities should increase the level of trust within society, thus advocating as a means of conflict prevention acording to optimistic scenario or social rehabilitation acording to pesimictic scenario. However, public investment in its development should be steadily increased beside grant financial infusions.
Conclusions. In the framework of this paper, it was proved that higher education is able to reduce the number of conflicts in the global and local dimensions, and in the future – to bring humanity closer to the taboo of violence as well. It is up to teachers to do this because they can clearly demonstrate in the educational process how important respect for each person's rights, views and values, as well as the rejection of bigotry and radicalism is important. Universities should prepare not just social characters who have specific practical skills, but first and foremost, spiritually evolved individuals who will fully realize that human life is the highest value, regardless of human skin color, gender or ideological considerations.
Key words: civilization, conflict, education, knowledge society, peacebuilding, understanding.
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Urgency of the research. Changing ways of pedagogical thinking and practice is accompanied by the search for new foundations of educational development. Diverse schools and traditions enter into the dialogue. The global world is open to all kinds of experiences, and modern educational outlines emerge through the intersection of different educational theories and practices. Education is forced to look for ways to overcome dehumanization and cruel utilitarianism.
Target setting. Nowadays, the retreat from "traditional" education becomes more and more obvious, its discrepancy with the requirements of time, and the ways of thinking and activity are relegated to the past. The education of XXI century have to make an "anthropological turn". In the process of its formation, modern society seeks to make a personal choice, based on the heritage of human culture. The education in this situation is one of the main sources of humanization of the present.
Actual scientific researches and issues analysis. The works of M. Buber, Y. Habermas, S. Franko, K. Yaspers, V. P. Andrushchenko, V. G. Kremen, A. P. Ogurtsov, S. A. Smir-nov and etc. are on the problem of communicative space of education.
The research objective. Current modernization of educational space should take into account the achievements of the "communicative philosophy", seeking to move from the authoritarian past with its subject-objective interaction, to democratization of the pedagogical process with its inherent subject-subjective relations. The task is to get rid of one-sided orientation to the "theoretical mind" and find ways to supplement it with "practical reason." Such holistic education will reproduce the "life-world" of man.
The statement of basic material. Becoming a person is a fundamentally dialogic process. That is why at least two people are always involved in it. In their intersubjective interaction, meaning is created. A multifaceted dialogue with culture reveals unity in the diversity of aspects of a human's personality. Dialogue in this sense is a specific activity aimed to state the meanings and values. The idea of “communication” was enshrined in the teachings and concepts that emerged in the early XXth century. A significant impetus for its development was philosophy of K. Jaspers. Especially popular problem of "communication" has become in the philosophical teachings of the last decades of the last century. Of these, the concept of K.-O. Apel and Y. Habermas are on the first place. Education involves the change of all subjects involved in the process of teaching. A new system of education is impossible without the transition from a subject-objective approach to a subject-subjective approach. This approach is possible only on the basis of an appropriate educational philosophy, the main principle of which is dialogism.
Conclusion. According to the dialogical understanding of the essence of education, its goals are determined. Without the introduction of dialogical relations into the educational space, it cannot be crucial. Human is a benchmark of education today, so the question is who will be the person of the future.
Keywords: education, dialogue, information, communication, culture, people.
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Urgency of the research. The outstanding role of continuing education and enlightenment in the development of the scientific and educational academic space of Europe and the World lies in the vital social need to increase the intellectual potential of the academic culture of all participants and those interested in organizing the scientific and educational process of training pedagogical and scientific-pedagogical personnel and administrators in higher educational institutions.
Target setting. The international partnership in the implementation of the Bologna approaches of cross-border academic mobility, the social dimension, and guarantees of intercultural cooperation of applicants for educational services and scientific services with the provision of long-term professional employment in the field of education, science and innovation “without borders for all” requires building the capacity of the academic culture of workers of higher educational institutions to ensure compliance world standards of civil society.
Actual scientific researches and issues analysis. The culture of academic integrity and ethics in the context of globalization was investigated by R. Barnett, Т. Becher, D. Rhode, W. Humboldt, H. Khoruzhyi, L. Khoruzha, O. Semenoh, N. Ridei, I. Isaienko N. Kostrytsia I. Zakharov O. Kondur Ye. Liakhovych I. Nalietova A. Veber M. Zakovych and others.
The research objective. The study of the thesaurus phenomenon of academic culture and the process of its formation in future teachers of higher education institutions in a multivariate interpretation, justification, development and modeling, as a priority of educational and scientific policy of educational institutions, should be carried out in the context of the formation and building up of the intellectual potential of the pedagogical elite for national identity and self-determination of civil society in modern Ukraine.
The statement of basic material. The thesaurus of academic culture is analyzed, the analysis of value-based social educational and scientific orientations of social categories of professionally interested teachers in prolonged employment throughout life is carried out; a semantic systematic analysis of the structure and content of cultures of the conditioned relationships between a person and society, future teachers and poly profile professional environments of their implementation and employment is carried out; a semantic systematic analysis of the structure and content of cultures of the conditioned relationships between a person and society, future teachers and poly profile professional environments of their implementation and employment is carried out; the role of ecological culture in ensuring the sustainability of social development of the noospherological paradigm of scientific knowledge is substantiated.
Conclusion. Pedagogical research summarizes the theoretical, methodological and practical aspects of the formation of the academic culture of future teachers in higher education. Further research searches require studying the issues of development and testing of modern educational, information and communication technologies in the educational process of training specialists in higher educational pedagogical institutions.
Keywords: academic culture, future pedagogical workers, higher educational institutions, formation model, content and components of the model of a teacher training system with the competencies of academic culture.
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