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author: Viktoriia Miziuk
Urgency of the research. The development of a digital society poses new challenges for education. Namely, the formation and implementation of a unified educational and information space of Ukraine, increasing the level of informative competencies of participants in the educational process, eliminating obsolete and introducing progressive approaches to training.
Target setting. Since 2018, a project has been launched in Ukraine to introduce digital education, however, there are contradictions between the ideas of digital education and the real possibilities of institutions, between the possibilities of digital technologies and the unpreparedness of teachers to implement them.
Actual scientific researches and issues analysis. The theoretical basis of digital education lies in the writings of such scientists as V. Yu. Bykov, L. M. Kalinina. V. V. Lapynskyi, M. P. Leshchenko, V. V. Oliinyk, O. P. Pinchuk, O. M. Spirin. Information-digital competencies were studied by O. V. Bilous, A. M. Hurzhii, M. Yu. Kademiia, N. V. Morze, O. V. Ovcharuk, K. P. Osabcha, O. P. Pinchuk, O. M. Spirin.
The research objectives. To analyze the readiness of institutions of general secondary education at the regional level to introduce digital education, identify problems and directions for their solution.
The statement of basic materials. The influence of digital technologies on the educational sector, the requirements of educational reform in the direction of introducing digital education in the educational process of institutions of general secondary education are examined. It is established that the basis of the digital space is the information and educational environment, which consists of information resources, pedagogical technologies, technological means and means of maintaining the system’s performance. It turned out that a modern teacher, regardless of the subject he teaches, should have informational and digital competencies. The article presents the results of a study of the existing conditions for the introduction of digital education in institutions of general secondary education at the regional level. An insufficient level of resource provision of institutions, a low level of teachers' knowledge of digital information competencies was found, problems were formulated that needed to be solved. An adaptive approach to the organization of teacher training courses on the formation of information and digital competencies is proposed.
Conclusions. An analysis of the state of institutions of general secondary education indicates that their provision does not correspond to the declared priorities of education reform, either at the technical level of equipment, or at the level of teachers' knowledge of digital information competencies.
Keywords: digital society, informatization of education, information and educational environment, resource support of educational institutions, information and digital competencies, teacher training.
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author: Glib Khomenko
Urgency of the research. The deepening scientific and philosophical interest in the phenomenon of tolerance is driven by the crisis of national identity, high levels of interpersonal hatred, distrust and discrimination that destabilize the development of many societies in the modern day. It is possible to overcome these negative trends through the full popularization of ideas of tolerance, as well as the approval of its basic components as necessary for the harmonization of human relationships in the mind of the average individual. One of the priorities in this sense is the educational sector, within which the humanistic values should be planted with a young generation.
Target setting. There are many definitions of the notion of tolerance in the scientific discourse today, but it is still unclear how this may affect its development in societies that have long been negatively affected by conflict. After all, people who have lost faith in social justice and moral values will have to think about their own protection, not everything else.
Actual scientific researches and issues analysis. The philosophical aspects of the concept of tolerance as a manifestation of worldview relativism were represented by V. I. Toful in the Modern Ethics Dictionary. An in-depth analysis of tolerance was carried out by the authors of the collective monograph "Tolerance as a Socio-Cultural Phenomenon: World-Methodological Aspects" by F. S. Batsevich, S. L. Grabovskaya, O. V. Darmoriz. The pedagogy of tolerance in the context of the dominance of globalization tendencies in the dimensions of contemporary culture was analyzed by V. G. Kremen in his scientific works "Tolerance as an imperative: national identity in the age of globalization", as well as "Consolidation of Ukraine on the basis of a platform of tolerance".
The research objective. The objective of the work is to consider the concept of tolerance in the context of the problems of national identity revival and the development of education in conflict.
The statement of basic material. In the context of this work, understanding of the main components of tolerance is inseparably linked to the educational field and the pedagogical process. Taking into account the fact that man by nature is a selfish being who is inherently expanding his own spheres of influence, then tolerance must act as a moral imperative, a kind of guarantee that protects people from the triggers of conflict. For this reason, the national strategy for the development of education must maintain a balance between a focus on the interests of the individual and the need for society, the promotion of tolerance and the development of patriotism.
Conclusions. The article was attempted to resolve contradictions of worldview and values in the understanding of the concepts of "tolerance" and "identity" in the context of globalization trends of the modern age. Relying on the concepts of scholars in social philosophy field, the desite for tolerance is considered as a sign of a high intellectual culture of society. It is proved in the work that the implementation of tolerance in the life of modern society in the first place requires overall the transformation of the philosophical component of educational process.
Key words: social turbulence, habitus, segregation, contact hypothesis, pedagogy of tolerance.
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of Europe : The Problem of Forming a New Teacher for a United Europe of the 21st Century)’, K. : Znannya Ukrayiny, 1099 s.
author: Frol Revin
Urgency of the research. Collective activity as a specific research area has long been a subject of intensive socio-philosophical reflection. The shift in the role of social integration, a dynamic metamorphosis of the societal relations paradigm, an emergence of novel forms of cooperative endeavors coupled with new modes of globalized social partnership motivates to approach this quickly growing field relying on a variety of innovative research techniques and methodological tools.
Target setting. Collective intentional attitudes are cross-cutting in our lives. Such cooperative teleological undertakings form the core of specialized studies’ interest in exploring their critical relevance for the foundation and functioning of social reality. The author, thus, tasks himself with providing a scrupulous overview of the variegated modes of joint activity which allow us to view our personality through the prism of social group impact, shape and evaluate the scope of our praxeological interconnectedness, fulfill our civic duties and responsibilities while performing numerous sustainability-driven social roles and functions.
Actual scientific researches and issues analysis. Critical reflection pertaining to the general foundations of the issues at hand is presented in the works of the following Ukrainian researchers: V. Andrushenko, Y. Boyko, M. Boychenko, L. Gubernskiy, A. Yermolenko, A. Yermolaev, V. Lisoviy, M. Mikhalchenko, V. Navrotskiy, M. Nadolniy, V. Nikolaev, N. Petruk, O. Polishuk and others.
The research objective. The aim of this work is to shed light on the previously understudied within Ukrainian social philosophy phenomenon of “collective intentionality” by analyzing major stances in the current socio-philosophical debate pertaining to the ontological status of collective activity, individual and shared praxeological dimension of intentional manifestations, various of cooperative acts, states and modalities.
The statement of basic materials. The article examines the dominant paradigm and current research state of the theoretical and practical dimension of cooperative behavior based on the notion of “collective intentionality” scrutinized within the framework of analytic social philosophy. Accordingly, the goal was to elaborate foundational normative, socio-ontological and psychological aspects of the debate around the underlying nature of the mechanisms of content, modality, and subjects of shared praxeological undertakings, outline major points of agreement, controversy and contention in positions and arguments of the principal sides and their proponents.
Conclusions. The paper's findings can be interpreted to support a non-distributive we-mode conjecture which requires a thorough mereological account of cooperation to complement an overly individualistic I-mode account of shared collaborative undertakings prevalent in Anglo-Saxon social science. Thus, if assessed through the lens of the individual self-interest mode almost half of the standard experiment participants choose to cooperate by employing we-reasoning approaches, thereby proving that a team of people can intend to act in rational ways achieving Pareto-optimal outcomes. A further critical deficiency of such models is their atomistically hermetic methodology which in spite of producing immediate logical gains nonetheless completely disregards a host of crucial real-life cumulative factors of cooperation, viz. cultural embeddedness, communal trust and reciprocity that build up and are shaped over time.
Keywords: intentionality, collectivism, individualism, internalism, externalism, instrumentalism, holism, reductionism, naturalism, praxeology, rational choice theory, cooperation, synergy, shared intentions
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author: Olena Yatsenko
Urgency of the research. The problem of philosophical comprehension of the phenomenon of culture in different variations and methodologies is invariably presented in the worldview discourse. Especially when the nature of the existence of culture becomes problematic and crisis. In such cases, it is advisable to verify the mechanisms of culture, to analyze the procedures of its (culture) formation and dynamics. E. Cassirer was, if not the first, but the most famous author, who unambiguously noted the attribution of human essence and existence in the space of symbolic forms of culture. Thus, culture has acquired the necessary legitimization for the ascertainment techniques of thinking, perception and activity. Are there any reasons to consider these processes as spontaneous and variational, or rather causal and universal? In the context of the increasing pace of globalization and the mass of post-colonial critics, this problem is of particular importance and meaning.
Target setting. The main problem of the study is the answer to the question: are epistemological, axiological, and activity constructs of human subjectivity universal and invariant in historical and cultural retrospective, or their content determined by the appropriate socio-cultural context of formation and sustainability?
Actual scientific researches and issues analysis. E. Cassirer's works are of constant interest from scientists of various fields of knowledge and specificity of research. In the philosophical aspect, the works of K. Swasyan, A. Losev, Yu. Lotman, V. Bibler and others on the study, interpretation and analytics of the system of understanding of the world and a human by E. Cassirer became already a textbook. So, Jeremy Heis (2011) considers the method of symbolic forms in the philosophy of mathematics of E. Cassirer one of the most meaningful in view of the criticism of Euclidean geometry. Christine Ludl (2015) refers to a methodology for the study of the facts and artifacts of E. Cassierer's culture, which insisted on the constitutive nature of perception and thinking. This idea is supported by Emmanuel Alloa (2015), who analyzes the problem of the perspective of perception and assessment of reality. S. Gayevska (2015) seeks to elucidate patterns of human understanding through the prism of symbolic forms that are the "morphology" of the spirit. Minakov M. (2006) insists on the importance of the historical tradition in forming the foundations of thinking and knowing the world. Jon Solomon (2009) explores the problem of narrative on the basis of theoretical concepts of E. Cassierer's philosophy and contemporary processes of globalization. The problem of interaction between cultures and different worldviews is explored by Stephan Steiner (2015). Oli Belas (2018) criticizes educational practices based solely on the concept of knowledge. The author applies the philosophy of E. Cassirer's symbolic forms in order to illustrate the connection between knowledge and time. I. Victor (2018) applies the epistemological methodology of E. Cassirer's research to the study of the specifications of Ukrainian culture.
The research objective. Appeal to the philosophical heritage of E. Cassirer is productive in exploring the problem of universality / contextuality of the basic procedures of thinking, perception and human activity. In other words, do symbolic forms really shape subjectivity, or do they just sort out the chaos of empirical perception?
The statement of basic material. The main instrument of human interaction with the world is called by Cassirer as symbol. It is the ability of a person to create and operate with symbols, that the thinker attributes as a significant feature of the human essence. Character of creation is not representative of human activity in reality, but constitutive. In other words, the person does not reflect the objects and processes of the world in consciousness, and the consciousness itself projects a certain symbolic meaning of reality. The symbol outlines of the procedure for defining an object or phenomenon, and in this its transcendental nature. All symbolic forms differ in their specificity (meaningful, expressive-representational, logical-verbal, etc.), but they all have a similar structure. The structure of the symbolic form is differentiated by the type of connection between speculative and empirical, and includes expression (perception), representation (contemplation), pure meaning (concept). That is, the formation of a corpus of culture occurs as a dialectical process of abstracting information of empirical experience, which in turn is determined by abstract symbolic forms. Indicative in this respect is the postulation that not individual pieces of empiricism are compared, but abstract forms denoting and defining perception. This act occurs at the stage of transformation of perception into imagination.
Conclusions. The symbol is a substitute for things, and not burdened by the causality of the material world, potentially unlimited in the possibilities of definition, even that does not exist. Language, myth, religion, art, science - all these forms are only conditionally related to the world of things, and they do not need such attribution to justify their ontology. It is well known that the phenomenon of culture is permanently at the epicenter of critical philosophical discourse. The currency range of interpretations of the purpose and content of culture varies from fascinating-approving theories (F.-M. Voltaire, F. Fichte) to the shattering critique of its influence and subsequent fate (J.-J. Rousseau, F. Nietzsche). It is undoubtedly a fact that culture produces its own ontology other than natural. And a person loses both his natural instincts and absolutism of vital values. And it is natural that the gap between the marking and the marked will increase rapidly.
Key words: symbol, subjectivity, symbolic form, transcendence, ontology.
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