Philosophical and Educational Concepts of Foreign Education Models
DOI:
10.48010/3g1scd73Keywords
philosophy of education, models of education, educational concepts, educational tradition, educational system, humanism, behaviorism, cognitivism, constructivism
Abstract
The article is devoted to philosophical and educational concepts that define the methodological foundations of modern foreign models of education in the context of global transformations of the educational space.
The relevance of the research stems from the changing value orientations of education under the influence of digitalization, the development of artificial intelligence, the internationalization of higher education and the integration of national educational systems into the global educational space. Special attention is paid to the philosophical understanding of the contradiction between the understanding of education as a “public good” and its increasing orientation towards market mechanisms, as well as the problem of preserving the fundamentality of education in the context of competence-based and practice-oriented training of specialists.
The purpose of the research is to analyze the philosophical and educational concepts underlying modern foreign models of education and to identify their value and methodological foundations. The methodological basis of the research was a philosophical and reflective analysis and an interdisciplinary approach, which allowed the authors to consider foreign models of education in the interrelation of philosophical, pedagogical, psychological, sociological, historical and cultural aspects.
As a result of the research, the study demonstrates that modern educational models are not formed under the influence of any particular philosophical concept, but are the result of the integration of various educational concepts that provide a combination of fundamental training, the development of critical thinking, digital competencies, academic mobility and the ability to learn continuously. It was concluded that a systematic understanding of foreign experience makes it possible to determine methodological guidelines for the modernization of higher education and identify strategic directions for improving national educational systems, taking into account modern global challenges while preserving their cultural and value specificities.
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References
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