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authors: Denys Svyrydenko, Chengzhang Zou, Weizhen Gao
Urgency of the research. The current postcolonial situation of Ukraine demonstrates the unexposed potential of higher education at the processes of society development on the principles of peace and cultural development.
Target setting. Authors understand that peace-building through higher education could be actualized now only by realization of tolerance and pacification principles at social practice, but also by development of students’ critical thinking level as a propaganda prevention tool. Ukrainian higher education should help student to interpret cultural and political situation at contemporary global world at the context of learning of the basic courses (Political Studies, History, etc.). The authors want to share their academic achievements globally understanding current Ukrainian conflict situation as a heuristic case for the researches at the field of educational peace-building and de-colonization.
Actual scientific researches and issues analysis. There are some researches that discuss contemporary cultural situation in Ukraine and role of higher education in one’s problems solving (O. Bazaluk, O. Kyvliuk, L. Savenkova, D. Svyrydenko, etc.). The second block of publications contains the inter-national experience of educational peace-building and de-colonization (H. Behr , Z. Bekerman, H. Danesh, L. Geerlings, J. Lavia, S. Mettler, C. Monaghan, A. Oleksiyenko, L. Strongman, etc.).
The research objective. Ukrainian social and cultural space is in a state determined by the challenges of military hybrid aggression in recent years. The authors will try to outline the “agenda”, the vectors for modernization of higher education in Ukraine when one tries to be a factor in minimizing and preventing military conflicts, as well as one of the effective instruments of decolonization policy.
The statement of basic material. The conceptualization of the possibilities of Ukrainian higher education as an instrument of peace-building is proposed to be based on a multidimensional approach that has to combine the approaches of modern philosophy of education, educational policy, cultural studies, history, law and political science fruitfully. The experience of educational peace-building is an entire powerful area at modern war and peace studies, and the educational practices of peace-building offered by the other countries’ (Israeli, etc.) education system are valuable to a number of societies included in conflicts. As one of the mentioned educational practices of Israeli education, that could have been implemented in the Ukrainian conflict and, hopefully post-conflict reality (schools of peace, education camps for peace, etc.).
Conclusions. In order to open the higher education’s peace-building and de-colonizing potential, it is expedient to analyze international and domestic normative acts on issues of peace-building. It is necessary to generalize the experience of domestic and foreign scientists on the issues of conflict cessation and reconciliation in society. At the same time, the construction of an educational model aimed at realizing the ideas of peace and overcoming the colonial syndrome, should be based on the fact that the hybrid war in Ukraine does not have direct analogues. It is advisable to develop a model program for peace-building for students of all specialties. Taking into account international experience (schools of peace, education camps for peace, etc.), there is a need for the introduction of a special training course on the foundations of peace-building in universities.
Keywords: peace-building, postcolinialism, Ukrainian higher education, military conflict, school of peace.
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author: Olena Yatsenko
Urgency of the research. The problem of a post-colonial critic in contemporary humanitarian knowledge is important not only in the horizons of historical retrospections as well as in the context of relevant research. This toolkit allows us to explore the intrinsic intentions of a world-view paradigm that defines both the content of philosophy and international politics, and the course of daily practices and evaluations. The author's position is that the strategies of colonialism have not lost their relevance in the modern world. Not only in terms of discursive-narrative content. But the processes of globalization and unification of the modern world allow us to speak about the transformation of colonial technologies, the transgression of these operations, the expansion of the context and the plurality of the specification of their application. In fact, colonial strategies have gained more sophisticated forms of implementation. And the European policy of unity of diversity is a form of "soft management" technique in spreading and strengthening the sphere of influence.
Target setting. Post-colonial critics do not focus exclusively on the study of the consequences of the colonial era. The main focus of research is the modern transformation in the implementation of colonial strategies, since the struggle for the spheres of influence and content of the ethical and axiological complex, which determines the course of social life in the modern world, is no less relevant than in previous eras.
Actual scientific researches and issues analysis. Post-colonial criticism includes a wide range of problematic issues, therefore, the attention of leading contemporary thinkers is attached to its problems. Louis Blond (2016) gives a rigorous assessment of postcolonial criticism by the example of the work of the famous philosopher E. Levinas. The author is convinced that ill-considered criticism threatens to become a unified doctrine of the spread of historical narratives. The discrepancy between the stated slogans and the real actions of the European Union's political elite condemns Gurminder K. Bhambra (2016). In this discourse, even the underlying categories and concepts are criticized. So, Leah Kalmanson (2015) substantiates the position that the concept of culture itself is a colonial phenomenon, because cultural differences and their research suggest a comparative approach, which in turn implies the existence of an example. Even the concept of tolerance and empathy fall into post-colonial critics. Jens Elze (2018) suggests that the political turning to the benefits of cultural difference is due to the feeling of empathy, one of the main positive motivations of our time. Lyn Carter (2006) explores the links between postcolonialist and scientific education methodology. Monika Bhagat-Kennedy (2018) is convinced that the methodology of postcolonialism has not lost its relevance in the present. As the main argument, the author gives examples of the activation of national movements in a number of countries of the world, where liberal and secular ideals are inferior to traditional and cultural. The philosophic discourse of postcolonialism and its intentions is offered by the well-known French thinker J. Derrida. He actualizes the meaning of differences, refuting the classical metaphysics of identity. Another well-known philosopher M. Foucault adds a component of genealogy as a method to the definition of discourse. The phenomenon of colonialism is interpreted in negative evaluative coordinates as archaic and illegitimate in contemporary humanitarian discourse.
The research objectives. The main objective of the paper is to analyze the current transgressive state of postcolonial practices in view of the concept of European identity and its functions in the implementation of international politics.
The statement of basic material. If we analyze the history of the formation of the European space, then the obvious is the ambiguity and uncertainty of its conceptual foundations. It is difficult to imagine Europe solely as a geographic project. Rather, it is a theoretical-ideological structure, which is the result of the work of prominent thinkers of the past. Or as an operationally effective strategy to implement the policy of colonialism, because the cultural and political component is dominant in defining the European one. Therefore, widespread thoughts on understanding Europe as a form of ideology, myth, discourse practice. Confirmation of this thesis may be the existing discrepancy between nominally articulated provisions and actual events and political decisions. The main content of these concepts form the idea of European values, historical and cultural, philosophical and world-view. However, this phenomenon is rather a reification of the abstraction of pure abstraction. In addition, the ideologues of the Old and New Europe contradict each other. If the traditional world-view paradigm of Europe postulates immutable substantive values, then non-classical post-colonial practice forms the discourse of the unity of diversity. We note only that the motivation for such a unification is the civilization-technological processes of globalization, which forms the axiological basis of a new ideology. That is, the rhetoric of the unity of the various is an integral part of the implementation of the policy of Eurocentrism, since engagement in the European space implies acceptance of the logic of relations and interaction, which are verified by European discourse as proper.
Conclusions.
Keywords: identity, culture, history, narrative, reification, transgression, metaphysics of differences, discourse, soft-management.
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author: Rina Avinash Pitale Puradkar
Urgency of the research. Education must aim at the integral development of personality and that we need to have complete education for the complete human being. An educational system which did not help to inculcate nationalism is useless. A real educational system should able to inject a sense of pride in the nation’s history, culture and its ancestors. The colonialism had an internal psychological construct and paid less attention to the externally superimposed domination of the foreign power. It is essential to review the educational policies under the British rule to understand the present and visualize the future.
Target setting. Development of education system during the British period was determined by the needs of the colonial powers. If we analyze the development during British period, we will find that the colonial interests have always shaped the then educational policies of India. Sri Aurobindo says, patriotism is the pure love and devotion for the motherland. He dreamed of a nationalism which moved towards universal humanism. He believed that the educational system should be capable of infusing nationalism among the new generation.
Actual scientific researches and issues analysis. Macaulayan system of education of pre-colonial period grew, and it has become so hardened that in spite of great efforts at the recovery of Indian pedagogy, we find it extremely difficult to develop and establish in India the real soul of the Indian pedagogy and its new progressive forms in post-colonial era. Sri Aurobindo, Mahatma Gandhi, Rabindranath Tagore, K. M. Munshi and other nationalist upheld the concept that the national education should be part of the struggle for freedom.
The research objective. The main objective is to find the possible answers to the above mention problem and its impact. The greatness of the Indian system of education and the aim of national education is to imparted educational curricula rooted in national values in all over the country.
The statement of basic material. The greatest educationalist, those who played important roles in designing education systems have, in their quest to develop ideal processes and structure of education. The new pedagogy of national education impels a further realization of the potentialities of the child and its soul, a realisation that was explicitly stated in the writings of the nationalist leaders who inspired and led the movement of national education in India. In this paper I have tried to revisit the philosophy of education of Sri Aurobindo who tried to provide solution to the problem generated by Macaulayan education system in India during pre and post-colonial period.
Conclusion. Contemporary education system serves to popularize the culture of consumerism. This leads the society unavoidably to a situation of cut-throat competition. The reason for the present societal restlessness can be traced to this philosophy of ‘the survival of the fittest’. Sri Aurobindo agrees to this observation and states that, “Our goal is not mechanical. It is spiritual and based on the concept of ‘dharma’ (righteousness).
Keywords. Pre- and post- colonial India, British rule, Macaulayan education system, education crisis, Clerk making machine, Swaraj, Indian pedagogy, Indigenous education (Swadeshi), National education, Integral education, holistic education pattern.
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author: Amita Valmiki
Urgency of the research. There is a strong debate going on among the academicians regarding lifting up the veil of Western or Colonial way of looking at every stream of Indian Education; be it arts, science or commerce and also other newly found and ever-growing faculties. Indians have always viewed Indian Education System with the lenses of British glasses and it is the need of the time to view it neutrally as that would suit Indian life style. The metamorphosis is urgently required and that has to come from the academicians. This issue is not just pertaining to India but all former colonies of different countries. Imperialism has left its marks so deep and completely engraved in Indian life-style that every realm of Indian life is first weighed in the weighing scale of Western World. So the urgency of the research is to decolonize or revitalize the education system and view it either with complete neutrality or as it is.
Target setting. The whole of Indian Education System need to be reconsidered and re-evaluated. India is a land of diversity where different religions, languages, dialects, races and cultures live under one of the largest democracy in the world. The umbrella is vast enough to accommodate the variety and the division of Indian states after independence from British was based on languages. These languages play a pivotal role in Indian life as it demonstrates Indian culture. The topography and the geography is so variegated that it needs a very subtle way of handling this diversity. How is this to be done? So the target setting is to install a new way of looking and analyzing the Indian Education System from its diversified states having different language and culture; and introduce new policies to enrich the education system.
Actual scientific researches and issues analysis. A thorough analysis of education system in pre-British India, during British Rule and Post-British Rule is a pre-requisite condition for decolonizing Indian Education System. Also to keep in mind that - is decolonizing in this globalized world possible? Somewhere one has to begin and it has to start with academicians and educationists; those who were there and are working at present on the issue.
The research objective. The research objective is very obvious, to find solution to the above mentioned queries. To view Indian Education System in its entirety as it is and having knowledge of the International Academics that are looking forward to bright future; frame education policies that are fitting to Indian life style with going back to the roots of Indian Education System and see if it fits to the current generation – their necessities, requirements and prosperity; to rejuvenate the Indian Education System in synthesis to International Education System. This will be more apt research objective. Also one has to find out what role does language, in case of India “English” medium, play to enrich or deteriorate the situation.
The statement of basic materials. The material is to go back to the work of the master-academicians of British Rule and Post British Rule times. Some asked for radical change in the education system, like Rabindranath Tagore; but people like M. K. Gandhi were moderate and thought of self-sufficient education system. Many other academicians till date are figuring out new educational policies either to ‘decolonize’ or ‘revitalize’ Indian Education System; this being the Indian ‘post-modern deconstruction’ of rigid and orthodox being replaced by progressive and invigorating policies; not giving up the old but ‘revitalizing’ the old in new scenario.
Conclusions. The study of master academicians’ view from India, during British rule and post-British India; their working on education system of India and trying to find befitting solution to the crisis of Indian Education System can give us some frame-work to do ‘what’ in present times and in future of India.
Keywords: decolonization, revitalization, colonial rule, colonial education system, indigenous cultures, swaraj (self-rule), nationalism, native language(s).
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