ПРОБЛЕМА ЗНАННЯ Й ОСВІТИ У ФІЛОСОФІЇ М. ШЕЛЕРА
Journal Title: Науковий вісник Чернівецького національного університету імені Юрія Федьковича. Серія: філософія - Year 2016, Vol 1, Issue 779
Abstract
Pochynok I. The Problem of Knowledge and Education in Philosophy of M.Sheller. It is show in the article that specificity of investigation of knowledge and education by Sheller is stipulated first and foremost by its metaphysical-ontological and philosophical-anthropological ideas. The philosopher considers knowledge and education as attributes of self-determination and self-improvement of the man in the world that is as principally rooted in his being. Knowledge and education according to Sheller are the manifestation of eternal dualism and counteraction of cosmic grounds – the element of vital energy and creativity, being powerless to the spirit, which in a human being reach their apogee. Theoretical comprehension and sequence of these opposed processes are realized by the philosopher on the basis of mutually complementary sociological and phenomenological methods. The sociological approach enables the scientist to show real determination of knowledge and education, their genesis and actuality in various epochs, cultural regions, as well as their pragmatically functional meaning. Phenomenological procedures enable the understanding of the essence of knowledge and education as the Науковий вісник Чернівецького національного університету. Серія: 106 Філософія. Випуск 779 phenomena of the life experience of the man, their authenticities, but in the main – the significance of forming the man as a personality. Sheller proves that the existing types of knowledge – science, philosophy, religion – are principally rooted in the human essence, but they are differently manifested in history and various regions of culture owing to different correlation. He especially differentiates those criteria of the corresponding types of knowledge, which characterize their specificity: such criteria as substantiated, analytical, operational, verificated are inherent to scientific knowledge. Educational knowledge is characterized by the essence definition, paradigmality, humanistic mission; intention on the deity, personality, independence from vital instincts, orientation on highest human aims and purports of life inherent to religious knowledge. Sheller´s analysis of knowledge and education contains a substantial Weltanschauung and methodological potential for reforming the educational process.
Authors and Affiliations
Ірина Починок
Keywords
Related Articles
- EP ID EP298648
- DOI -
- Views 114
- Downloads 0
ПРОТЕСТАНТСЬКІ ІНТЕНЦІЇ У ТВОРЧОСТІ Г. СКОВОРОДИ
H. Skovoroda's religious and philosophical doctrine has an outstanding aesthetic, intellectual and spiritual value. The Ukrainian thinker offers a special type of philosophy, a philosophy that is not only intellectually...
РАЦІОНАЛЬНА РЕКОНСТРУКЦІЯ ЯК МЕТОД ПРИКЛАДНОЇ СИТУАЦІЙНОЇ ЛОГІКИ
Rational reconstruction as the method of historical and philosophical cognition is in the center of historical and philosophical discussion. Firstly, I. Lacatos paid attention to it, then, especially in the sphere of his...
ЕТИКА НЕНАСИЛЛЯ В КОНТЕКСТІ СУЧАСНИХ ПРОЦЕСІВ ГЛОБАЛІЗАЦІЇ
Sahanovska T. Ethics of Nonviolence in the Context of Modern Globalization Process. Modern processes of globalization of planetary scale are measured by researchers and scientists ambiguous. On the one hand, fixed ideals...
СИНХРОНІСТИЧНІСТЬ: ЧАС, ЯКИЙ ТВОРИТЬ СМИСЛ
Vertel A. Synchronicity: Time Generating Sense. The article is devoted to the problem of synchronistic events. Synchronicity is contradistinction to the fundamental physical principle of causality. Synchronicity appears...
ФЕНОМЕНИ СПІВЧУТТЯ ТА МИЛОСЕРДЯ: КОРЕЛЯЦІЯ СМИСЛІВ
The article is dedicated to the problem of elucidating the nature of the sociocultural phenomena of mercy and compassion, as well as determining the way they tend to get related to each other. The significance of the phe...