Human identity as freedom statement in the philosophy of child education

Adamenko, Nadiia and Oblova, Liudmyla and Aleksandrova, Olena and Khrypko, Lana and Maksymets, Oksana and Pasko, Katerina and Ishchuk, Alla (2021) Human identity as freedom statement in the philosophy of child education WISDOM, 4 (20). pp. 113-125.

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Abstract

bstractThe purpose of this article isto reveal the specific features of personality-oriented education and to consider how a person,being in dialogue with another person,can declare freedom only by an act of own free will. To achieve the goal set, the authors have used a set of theoretical and empirical methods of analysis, description, comparison, extrapolation, synthesis, hermeneutic methodology, and a method of implication. Cross-sectional studiesand case studies have also been used at the intersection of philosophy and psychol-ogy. It is emphasized that in the Ukrainian framework of the representation, this problem demonstrates the following –the “old” system of education, formed on the principle of necessity, has demonstrated its inef-fective mechanism of action through a system of prohibitions and oppression. The “new” system of educa-tion, built on the principle of freedom, relies on its effectiveness, rejecting necessity and eliminating com-pulsion. However, the methodological error of creating something new bydestroying the old and ineffi-cient is becoming more and more evident.Keywords: community of inquiry, freedom, philosophy for children, axiology, personality, philosophy of child studies.IntroductionThe axiology of the contemporary education-al paradigm is based on the philosophy of child-centeredness, which puts human individuality at the centreof pedagogical interaction, recognizes man together with the inner world and personal needs as the highest value of human existence. This approach forms thebasic principles of per-sonality-oriented education, which has become decisive in the educational system at the turn of the 20thand 21stcenturies. The holistic and har-monious development of a child as a personality is the main purpose of modernization ofeduca-tion. Today, educators are involved in a struggle for their souls and the souls of their students (Hattam, 2021).The idea of child-centeredness is the basis of many pedagogical systems and scientific theo-ries. G. Vashchenko, J. Dewey, A. Diesterweg,J. Comenius, V. Kremen, J. Korczak, A. Makaren-ko, C. Rogers, V. Sukhomlinsky, and others car-ried out a fundamental theoretical comprehen-sion of child-centeredness. Today, in the aca-demic environment (on the example of the Na-tional Center “Junior Academy of Sciences of

Item Type: Article
Uncontrolled Keywords: community of inquiry; freedom; philosophy for children; axiology; personality; philosophy of child studies
Subjects: Статті у наукометричних базах > Web of Science
Divisions: Факультет суспільно-гуманітарних наук > Кафедра філософії та релігієзнавства
Depositing User: доцент Світлана Анатоліївна Хрипко
Date Deposited: 28 Dec 2021 12:52
Last Modified: 18 Mar 2022 12:33
URI: https://elibrary.kubg.edu.ua/id/eprint/40277

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