Kozhevnikova M.N. Social Mission of Education
DOI: http://dx.doi.org/10.15688/jvolsu7.2015.4.7
Margarita Nikolaevna Kozhevnikova
Candidate of Philosophical Sciences, Leading Researcher,
Saint Petersburg Branch of Institute of Education Authority of Russian Academy of Education
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Chernyakhovskogo St., 2, 191119 Saint Petersburg, Russian Federation
Abstract. The article is concentrated on the problem of contemporary understanding sociality in education in Russia. Functionalist perspective appears to be the main theoretical context dominant here, especially from the Soviet times, so the main analysis is devoted to relating it to other philosophical perspectives. The author takes the concept of sociality in the meaning of the ability to be in commonality with Others, especially in terms of tightly established common world of all relations of Others. Distinguishing between the “development of sociality “ and “socialization” in education as adjustment, adaptation to given social order, the author differentiates between the positive and negative modes of socialization and raises the problem of patriotic education associated with positive one, discussing the main factors laying its foundation. The main its problems seem to be connected with the deficit of the national idea in modern Russia. From the other side, the article analyzes the damage of ideologization, well known to Russia from Soviet times. The difficulties and the limitations of functionalist theory are revealed in the light of other social theories. The author clarifies the grounds of education’s social mission distinguishing different interpretations of the very education as phenomenon. The article summarizes the author’s concepts of “managerial paradigm” in education, “true and false sociality “, “teacher’s autonomy”, “human-core content” of education.
Key words: philosophy of education, social mission, functionalist interpretation, patriotic education, “managerial paradigm’, teacher’s autonomy.
Social Mission of Education by Kozhevnikova M.N. is licensed under a Creative Commons Attribution 4.0 International License.
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