Aim. To clarify the basic componentof the content of the educational environment, as well as to highlight its components and types. Procedure and methods. The article identifies the main components of the educational environment, from the point of view of the philosophical approach to understanding this phenomenon, as well as analyzed and evaluated the reasons that make it unsafe, the allocation of levels of expansion, the classification of the types of safety of the educational environment. In the study methods are used: analogies, comparative, generalization, system, interpretation of the results, thought experiment. The results. The work clarifies the content of the educational environment, reveals its main components, on the basis of a philosophical approach to this phenomenon, has been identified the impact of various types of expansion on its safety, identified and justified the basic safety of the educational environment, taking into account the current state of public practice in the country and the world, as well as the requirements that are imposed on educational institutions on the education and education of trainees. Theoretical and/or practical significance. The results of the study contribute to the palette of research of the educational environment in school and university, to the methodology of organizing the safety of the educational environment, as well as to the practice of educational activities of schools and universities.
<p>The article deals with the issues of the problem field and the modern historiographical situation in the study of the cultural policy of the Soviet state in the 20s of the twentieth century. The work was carried out on the basis of a system analysis, taking into account the interdisciplinary perspective of the study. The results of the study complement the palette of historical and cultural studies of the phenomenon of the cultural revolution in Soviet history. The author expresses the idea of the need for further research on the topic outside of ideological clichés and stereotypes, which can be carried out on the theoretical and methodological basis of an updated version of the unitary-stage approach to history.</p>
In the process of retrospective analysis of cultural epochs, one can observe the movement of the pendulum of culture from aestheticism to moralizing, and vice versa. One of the first critics of aestheticization was S. Kierkegaard, who, without denying the significance of the aesthetic, placed the latter below the ethical in the spiritual hierarchy. Domestic philosophers defended the need for a synthesis of ethics and aesthetics. Researchers of the twentieth century point to the trend of total aestheticization, the transformation and deformation of basic moral ideals. In modern times, the phenomenon of aestheticization of all social spheres, including politics and economics, is being updated, which is largely due to the formation of a «consumer society», visual and digital turns in culture. The article analyzes the main features of postmodernism that contribute to aestheticization: fragmentation, massification, clip consciousness, visual turn, loss of sacredness of traditional meanings and symbols. All of the above contributes to the strengthening of the aesthetic component and the violation of the ethical and aesthetic balance. The authors reveal that the absolutization of beauty in art leads to the degradation of tragic genres based on ethical conflicts. Art is able to educate, form a value hierarchy. Thus, art has possibilities that transform a person, which are contained in the synthetic integrity of the ethical and aesthetic, therefore, it already acquires cosmological parameters. In turn, aestheticization as the dominant of culture leads to moral limitations and the destruction of the spiritual integrity of man and society.
In its content, this article represents an attempt by the authors to clarify the content and essence of the concepts of "text" and "meaning" from the point of view of a philosophical approach to language and text. Through the use of methods such as analysis, comparison and comparison, the authors identify the essential and distinctive features of the concepts stated, formulate their author's definition and their role in the education and education of students of humanities.
Aim. To clarify the contents of such phenomena as ways and means to ensure the safety of the educational environment and to justify their use in relation to the educational environment of the university and school. Procedure and methods. The article econsiders the content of ways and means to ensure the safety of the educational environment, from the point of view of a philosophical approach to understanding this phenomenon, and therationale for the rationale for the options and means to ensure the safety of the educational environment for the university and the school as a system. In the study methods are used: analogies, comparative, generalization, system, interpretation of the results, thought experiment. The results. The results of the study contribute to the palette of research into the ways and means to ensure the safety of the educational environment in school and university, to the methodology of organizing the safety of the educational environment, as well as to the practice of educational activities of schools and universities. Theoretical and/or practical significance. The results of the study contribute to the palette of research of the educational environment in school and university, to the methodology of organizing the safety of the educational environment, as well as to the practice of educational activities of schools and universities.
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