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Bernard Bolzano’s philosophical conception of education from a modern standpoint

100%
Synytsia A.
Journal of Education Culture and Society
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2021
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vol. 12
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issue 1
32-44
EN
Aim. The aim of the article is to analyse Bernard Bolzano’s philosophico-educational approach, given the importance of his pedagogical legacy for further progress in the field of education and training. Methods. The research uses methods of historico-philosophical reconstruction (to determine the foundations and features of Bolzano’s pedagogico-philosophical work), interpretation (to characterise the still relevant ideas of the thinker in the field of education) and critical analysis (to assess the significance of Bolzano’s legacy from the standpoint of modern educational theory and to point out what remained out of the researchers’ attention). Results. The study showed that Bolzano’s pedagogical ideas were not only in demand in the context of European culture of the early XIX century, but also proved relevant today, especially given the need for harmonious personal development, finding sources of intrinsic motivation in students and improving their logical thinking skills, the importance of the spiritual qualities of the teacher and – in general – the assistance of the state in the direction of the progress of education as the most effective means of qualitative change in society. Conclusion. Bernardo Bolzano’s philosophical conception of education was strongly influenced by religion, the ideas of the late Enlightenment and the late Josefinist. This conception was an integral part of his socio-political theory. Bolzano attached great importance to the study of philosophy and the acquisition of logical skills in education. He considered writing textbooks to be one of the cornerstones of the educational process. This made it possible to intensify communication between teachers and students, to gradually involve everyone in education, and thus to promote social progress in general.
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EDUCATION AS A MEANS OF AFFIRMING DEMOCRACY VALUES IN JOHN DEWEY’S PRAGMATISM: MODERN PERSPECTIVE

100%
Synytsia A.
Journal of Education Culture and Society
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2020
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vol. 11
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issue 1
30-41
EN
Aim. The aim of the research is to analyse the capabilities of Dewey’s pragmatism in the philosophy of education as a medium for affirming today’s values of democracy. Methods. The article is based on a conceptually extended literature review. Such philosophical methods as hermeneutics (to take into account the socio-cultural context in the process of investigating the content of primary sources), interpretation (to study the basic theoretical foundations of the educational process and to explain their practical value) and comparative analysis (to identify similarities or differences between different ideas and conceptions) are applied. Results. The research identified the philosophical dimension of education, making it possible to understand the nature of learning in pragmatism. An investigation is pursued into what role the activity of the subject plays in the learning process, how the importance of freedom is substantiated in communication, and what place in the face of contemporary civilisational challenges has experience as a medium of true knowledge for becoming the ideals of a democratic society. Conclusion. The methodology of pragmatism makes it possible to resolve contradictions in education. The theoretical and practical principles of pragmatism that were substantiated by John Dewey contribute to the formation of an active life position of students, the free and constructive communication between all participants in learning, and the promotion of the ideals of a democratic society. They create an environment for the formation of genuine experience and the development of critical thinking skills as reliable means of protecting against misinformation or the spread of false values and the precondition for the advancement of humanistic values. Key words: philosophy of education, democratic values, Dewey’s pragmatism
3
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PRAGMATIC ASPECT OF WITTGENSTEIN’S PHILOSOPHY OF EDUCATION: A MODERN INTERPRETATION

100%
Synytsia A.
Journal of Education Culture and Society
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2020
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vol. 11
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issue 2
39-51
EN
Aim. The aim of the study is to analyse the basic philosophical ideas proposed by Ludwig Wittgenstein in education from the pragmatic standpoint. Methods. The article is based on an extended literature review, which involves the use of such methods as interpretation (to explain incomprehensible and incomplete aspects of philosophical theory), comparative analysis (to compare Wittgenstein’s views with the views of pragmatists) and historico-philosophical reconstruction (to build a complete pragmatico-analytic conception of Wittgenstein’s philosophy of education). Results. The study clarified the pragmatic aspect of Wittgenstein’s reasoning about education. The author reconstructed and critically comprehended the features of Wittgenstein’s pedagogical method, his views on the purpose and characteristics of learning, communication in the educational environment and the results of the pedagogical process. Conclusion. Wittgenstein developed an original pedagogical method, which was a synthesis of his theoretical and practical generalisations based on personal experience of teaching and learning. He supplemented them with pragmatic ideas, which were both his own developments and the result of improving the ideas of pragmatic theory. This made it possible to form the basis of the pragmatico-analytic philosophy of education and to reinterpret its basic principles and ideas.
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