UTILITARIANISM AS A PHILOSOPHY OF EDUCATION
Aim. The article is devoted to the representation of utilitarianism as the philosophy of education. The main problem is the relevance of utilitarian strategies for the present stage of development of education in Russia. Methods, results and scientific novelty. Utilitarianism is presented as an educ...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Elena N. Yarkova [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Russisch |
| Erschienen: |
2016 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
In: Obrazovanie i Nauka - Russian State Vocational Pedagogical University, 2015, (2016), 5, Seite 11-24 |
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| Übergeordnetes Werk: |
year:2016 ; number:5 ; pages:11-24 |
| Links: |
Link aufrufen |
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| DOI / URN: |
10.17853/1994-5639-2016-5-11-24 |
|---|
| Katalog-ID: |
DOAJ014431750 |
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| 520 | |a Aim. The article is devoted to the representation of utilitarianism as the philosophy of education. The main problem is the relevance of utilitarian strategies for the present stage of development of education in Russia. Methods, results and scientific novelty. Utilitarianism is presented as an educational strategy, nominating at the forefront the principle of usefulness of education, positioning education as a means of achieving social and individual wellbeing. The author represents the basic principles of utilitarian philosophy, and also reveals how these principles have been refracted in the philosophy of education using the methods of value-semantic reduction and qualitative content analysis. The first part of the article is devoted to the history of utilitarianism as the philosophy of education in the Euro-American pedagogical culture, as well as the analysis of modern utilitarianism as widely existent in this culture of philosophy of education. In the second part of the article the author explicates the role of utilitarianism in the education strategies of the Russian pedagogical culture, past and present. The main idea of the article is the idea that we have two value-semantic forms of utilitarianism: narrowly understood (tactical) utilitarianism and widespread (strategic) utilitarianism. Within the tactical utilitarianism as socially and/or individually useful education is considered to be vocationalism, claimed the currently market education. This kind of education is characterized by its focus on learning/teaching applied science and recognition of the futility of Sciences fundamental and philosophical. Under the strategic utilitarianism individually and/or socially beneficial is considered: first, the versatile education characterized by its focus on learning/teaching not only applications, but also fundamental and philosophical disciplines, secondly, eclectic education aimed at obtaining different professional competences. Versatile, eclectic education contributes to the development of creative abilities of the person, as well as provides opportunities for occupational mobility in a changing market. The main conclusion. The author concludes that narrowly understood utilitarianism is destructive because of its focus on instant profit and situational success. | ||
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10.17853/1994-5639-2016-5-11-24 doi (DE-627)DOAJ014431750 (DE-599)DOAJ4536c3e1c323498095de745bd7771b17 DE-627 ger DE-627 rakwb rus Elena N. Yarkova verfasserin aut UTILITARIANISM AS A PHILOSOPHY OF EDUCATION 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Aim. The article is devoted to the representation of utilitarianism as the philosophy of education. The main problem is the relevance of utilitarian strategies for the present stage of development of education in Russia. Methods, results and scientific novelty. Utilitarianism is presented as an educational strategy, nominating at the forefront the principle of usefulness of education, positioning education as a means of achieving social and individual wellbeing. The author represents the basic principles of utilitarian philosophy, and also reveals how these principles have been refracted in the philosophy of education using the methods of value-semantic reduction and qualitative content analysis. The first part of the article is devoted to the history of utilitarianism as the philosophy of education in the Euro-American pedagogical culture, as well as the analysis of modern utilitarianism as widely existent in this culture of philosophy of education. In the second part of the article the author explicates the role of utilitarianism in the education strategies of the Russian pedagogical culture, past and present. The main idea of the article is the idea that we have two value-semantic forms of utilitarianism: narrowly understood (tactical) utilitarianism and widespread (strategic) utilitarianism. Within the tactical utilitarianism as socially and/or individually useful education is considered to be vocationalism, claimed the currently market education. This kind of education is characterized by its focus on learning/teaching applied science and recognition of the futility of Sciences fundamental and philosophical. Under the strategic utilitarianism individually and/or socially beneficial is considered: first, the versatile education characterized by its focus on learning/teaching not only applications, but also fundamental and philosophical disciplines, secondly, eclectic education aimed at obtaining different professional competences. Versatile, eclectic education contributes to the development of creative abilities of the person, as well as provides opportunities for occupational mobility in a changing market. The main conclusion. The author concludes that narrowly understood utilitarianism is destructive because of its focus on instant profit and situational success. утилитаризм философия образования польза благо удовольствие счастье согласование интересов Education L In Obrazovanie i Nauka Russian State Vocational Pedagogical University, 2015 (2016), 5, Seite 11-24 (DE-627)1760589810 23105828 nnns year:2016 number:5 pages:11-24 https://doi.org/10.17853/1994-5639-2016-5-11-24 kostenfrei https://doaj.org/article/4536c3e1c323498095de745bd7771b17 kostenfrei https://www.edscience.ru/jour/article/view/634 kostenfrei https://doaj.org/toc/1994-5639 Journal toc kostenfrei https://doaj.org/toc/2310-5828 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 2016 5 11-24 |
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10.17853/1994-5639-2016-5-11-24 doi (DE-627)DOAJ014431750 (DE-599)DOAJ4536c3e1c323498095de745bd7771b17 DE-627 ger DE-627 rakwb rus Elena N. Yarkova verfasserin aut UTILITARIANISM AS A PHILOSOPHY OF EDUCATION 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Aim. The article is devoted to the representation of utilitarianism as the philosophy of education. The main problem is the relevance of utilitarian strategies for the present stage of development of education in Russia. Methods, results and scientific novelty. Utilitarianism is presented as an educational strategy, nominating at the forefront the principle of usefulness of education, positioning education as a means of achieving social and individual wellbeing. The author represents the basic principles of utilitarian philosophy, and also reveals how these principles have been refracted in the philosophy of education using the methods of value-semantic reduction and qualitative content analysis. The first part of the article is devoted to the history of utilitarianism as the philosophy of education in the Euro-American pedagogical culture, as well as the analysis of modern utilitarianism as widely existent in this culture of philosophy of education. In the second part of the article the author explicates the role of utilitarianism in the education strategies of the Russian pedagogical culture, past and present. The main idea of the article is the idea that we have two value-semantic forms of utilitarianism: narrowly understood (tactical) utilitarianism and widespread (strategic) utilitarianism. Within the tactical utilitarianism as socially and/or individually useful education is considered to be vocationalism, claimed the currently market education. This kind of education is characterized by its focus on learning/teaching applied science and recognition of the futility of Sciences fundamental and philosophical. Under the strategic utilitarianism individually and/or socially beneficial is considered: first, the versatile education characterized by its focus on learning/teaching not only applications, but also fundamental and philosophical disciplines, secondly, eclectic education aimed at obtaining different professional competences. Versatile, eclectic education contributes to the development of creative abilities of the person, as well as provides opportunities for occupational mobility in a changing market. The main conclusion. The author concludes that narrowly understood utilitarianism is destructive because of its focus on instant profit and situational success. утилитаризм философия образования польза благо удовольствие счастье согласование интересов Education L In Obrazovanie i Nauka Russian State Vocational Pedagogical University, 2015 (2016), 5, Seite 11-24 (DE-627)1760589810 23105828 nnns year:2016 number:5 pages:11-24 https://doi.org/10.17853/1994-5639-2016-5-11-24 kostenfrei https://doaj.org/article/4536c3e1c323498095de745bd7771b17 kostenfrei https://www.edscience.ru/jour/article/view/634 kostenfrei https://doaj.org/toc/1994-5639 Journal toc kostenfrei https://doaj.org/toc/2310-5828 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 2016 5 11-24 |
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utilitarianism as a philosophy of education |
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UTILITARIANISM AS A PHILOSOPHY OF EDUCATION |
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Aim. The article is devoted to the representation of utilitarianism as the philosophy of education. The main problem is the relevance of utilitarian strategies for the present stage of development of education in Russia. Methods, results and scientific novelty. Utilitarianism is presented as an educational strategy, nominating at the forefront the principle of usefulness of education, positioning education as a means of achieving social and individual wellbeing. The author represents the basic principles of utilitarian philosophy, and also reveals how these principles have been refracted in the philosophy of education using the methods of value-semantic reduction and qualitative content analysis. The first part of the article is devoted to the history of utilitarianism as the philosophy of education in the Euro-American pedagogical culture, as well as the analysis of modern utilitarianism as widely existent in this culture of philosophy of education. In the second part of the article the author explicates the role of utilitarianism in the education strategies of the Russian pedagogical culture, past and present. The main idea of the article is the idea that we have two value-semantic forms of utilitarianism: narrowly understood (tactical) utilitarianism and widespread (strategic) utilitarianism. Within the tactical utilitarianism as socially and/or individually useful education is considered to be vocationalism, claimed the currently market education. This kind of education is characterized by its focus on learning/teaching applied science and recognition of the futility of Sciences fundamental and philosophical. Under the strategic utilitarianism individually and/or socially beneficial is considered: first, the versatile education characterized by its focus on learning/teaching not only applications, but also fundamental and philosophical disciplines, secondly, eclectic education aimed at obtaining different professional competences. Versatile, eclectic education contributes to the development of creative abilities of the person, as well as provides opportunities for occupational mobility in a changing market. The main conclusion. The author concludes that narrowly understood utilitarianism is destructive because of its focus on instant profit and situational success. |
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Aim. The article is devoted to the representation of utilitarianism as the philosophy of education. The main problem is the relevance of utilitarian strategies for the present stage of development of education in Russia. Methods, results and scientific novelty. Utilitarianism is presented as an educational strategy, nominating at the forefront the principle of usefulness of education, positioning education as a means of achieving social and individual wellbeing. The author represents the basic principles of utilitarian philosophy, and also reveals how these principles have been refracted in the philosophy of education using the methods of value-semantic reduction and qualitative content analysis. The first part of the article is devoted to the history of utilitarianism as the philosophy of education in the Euro-American pedagogical culture, as well as the analysis of modern utilitarianism as widely existent in this culture of philosophy of education. In the second part of the article the author explicates the role of utilitarianism in the education strategies of the Russian pedagogical culture, past and present. The main idea of the article is the idea that we have two value-semantic forms of utilitarianism: narrowly understood (tactical) utilitarianism and widespread (strategic) utilitarianism. Within the tactical utilitarianism as socially and/or individually useful education is considered to be vocationalism, claimed the currently market education. This kind of education is characterized by its focus on learning/teaching applied science and recognition of the futility of Sciences fundamental and philosophical. Under the strategic utilitarianism individually and/or socially beneficial is considered: first, the versatile education characterized by its focus on learning/teaching not only applications, but also fundamental and philosophical disciplines, secondly, eclectic education aimed at obtaining different professional competences. Versatile, eclectic education contributes to the development of creative abilities of the person, as well as provides opportunities for occupational mobility in a changing market. The main conclusion. The author concludes that narrowly understood utilitarianism is destructive because of its focus on instant profit and situational success. |
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Aim. The article is devoted to the representation of utilitarianism as the philosophy of education. The main problem is the relevance of utilitarian strategies for the present stage of development of education in Russia. Methods, results and scientific novelty. Utilitarianism is presented as an educational strategy, nominating at the forefront the principle of usefulness of education, positioning education as a means of achieving social and individual wellbeing. The author represents the basic principles of utilitarian philosophy, and also reveals how these principles have been refracted in the philosophy of education using the methods of value-semantic reduction and qualitative content analysis. The first part of the article is devoted to the history of utilitarianism as the philosophy of education in the Euro-American pedagogical culture, as well as the analysis of modern utilitarianism as widely existent in this culture of philosophy of education. In the second part of the article the author explicates the role of utilitarianism in the education strategies of the Russian pedagogical culture, past and present. The main idea of the article is the idea that we have two value-semantic forms of utilitarianism: narrowly understood (tactical) utilitarianism and widespread (strategic) utilitarianism. Within the tactical utilitarianism as socially and/or individually useful education is considered to be vocationalism, claimed the currently market education. This kind of education is characterized by its focus on learning/teaching applied science and recognition of the futility of Sciences fundamental and philosophical. Under the strategic utilitarianism individually and/or socially beneficial is considered: first, the versatile education characterized by its focus on learning/teaching not only applications, but also fundamental and philosophical disciplines, secondly, eclectic education aimed at obtaining different professional competences. Versatile, eclectic education contributes to the development of creative abilities of the person, as well as provides opportunities for occupational mobility in a changing market. The main conclusion. The author concludes that narrowly understood utilitarianism is destructive because of its focus on instant profit and situational success. |
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