What must the education of the future be like to be really future? (Attempts of philosophical reflection)
Liudmyla Krymets
Abstract
Aims: The purpose of the article is the innovative educational components differentiation and strategic transformations in the educational sphere in the short and long-term development of this sphere of social activity identification. The present is full of rapid transformations and active use of new elements in education, so the need for a certain structuring of innovations becomes more urgent. The education of the future should be focused on innovations that have the potential to become fundamental components rather than playing a temporary role. The purpose of the article is to develop philosophical and reflective guidelines that will help assessing innovative elements in education and determining their relevance in the future. Methodology: The research methodology is focused on the general scientific methodological cluster, which aim is to analyse the educational environment. The (primarily comparative) analysis is used to structure innovation activity in education. Modelling and forecasting directly provide data for conclusions about the strategic importance of certain tools, mechanisms, or environments in the education of the future. Results: The results of the study are focused on the interpretation of global existential, epistemological, axiological, and methodological components of the philosophical and worldview segment of the educational paradigm of the future. It is noted that the global existential dimensions of education are in the sphere of disciplinary influence of philosophy; epistemological and methodological aspects and deal with the philosophy of education and philosophy of science; axiological characteristics are submitted for consideration by the philosophy of culture. Scientific Novelty: The scientific novelty of the study focuses on structuring the educational components of the education of the future with the elimination of incorrect elements (ineffective, temporary, threatening, etc.) from the global educational paradigm and the ordering of the qualitative components of the educational space. Conclusion: The future of education possesses two key strategic milestones for further progress: the correlation with civilizational and socio-cultural progress and the use of innovative educational systems. If the scientific and educational community copes with the planning and implementation of these two vectors of development, the progress of education and the readiness of this sphere for the challenges of the future can be stated.