W artykule przeprowadzono historyczno-filozoficzną analizę idei, które wpłynęły na rozwój edukacyjnych teorii. Po przeprowadzeniu tej analizy usystematyzowano teorie edukacyjne. Autorzy skonstatowali, że ogół teorii edukacji da się sprowadzić do dwóch kierunków rozwoju, dla których fundamentem są koncepcje Platona i i Sokratesa. Platońska teoria edukacji, a także te wywodzące się z jej źródła poszukują odpowiedzi na pytanie: W jaki sposób młode pokolenie powinno być kształtowane i kształcone w procesie edukacji i na ile państwo może mieć wpływ na ukierunkowanie tego kształcenia? Z kolei sokratejskie teorie edukacji mają charakter egalitarny i skupiają się nad sposobami kształcenia. Autorzy w konkluzjach podkreślili, że podjęte analizy, a zwłaszcza usystematyzowanie teorii edukacji na podstawie odniesienia się do dwóch modeli, platońskiego i i sokratejskiego, mogą być inspiracją w poszukiwaniu dróg przezwyciężenia deferencyjności w ukraińskim systemie szkolnictwa wyższego.
The article demonstrates the globalization and regional dimension of the problems of academic mobility as well as academic migration at the Ukrainian education environment. The authors' approach is based on the fact that the dialectics of globalization and regionalization has a significant influence on the essence of the processes of academic mobility and academic migration. The theoretical study and analysis of educational policy have demonstrated the need for harmonization of these processes taking into account current geopolitical challenges. The authors have explored the "order of the day" of problems related to academic mobility and academic migration, taking into account current geopolitical challenges, trying to identify the perspective directions of study of this problem.
The philosophical problem of representation becomes of particular relevance in modern politics. Publicity and responsibility of the power for the effectiveness of its work creates a differentiation to the nominal and real power. There is a dual tendency: the subjects of real power delegate proxy to the representatives of the nominal power, trying to avoid publicity and responsibility. Representatives of the nominee power create an impression of the reality and effectiveness of the realization of power. The dialectic of nominal and real power in society is carried out by means of the formation of surrogate forms of government: democracy-monarchy, democracy-oligarchy, democracy-aristocracy; ductility in the work of state institutions and commercialized support by the creative class. To direct the contradictions of nominal and real power in a productive direction is possible by increasing the publicity and responsibility of the subjects of power.
O. kyvliuk 1 , dr. Sc. (Ph.), Prof., orcid.org/0000-0002-7900-9299, O. Polishchuk 2 , dr. Sc. (Ph.), Assoc. Prof., orcid.org/0000-0002-9838-7105, d. Svyrydenko 1 , dr. Sc. (Ph.), Assoc. Prof., orcid.org/0000-0001-6126-1747, O. yatsenko 1 , Cand. Sc. (Ph.), Assoc. Prof., orcid.org/0000-0003-0584-933x eduCATIOnAl mAnAgemenT AS eduCATIOn dIPlOmACy: STrATegIeS fOr ukrAInePurpose. Under the condition of the absence of a scientific debate over the concept of "educational diplomacy" in the national research field, the authors set the goal of carrying out an analysis of the heuristic potential of this concept to overcome the current contradictions in the development of the Ukrainian higher education system against the background of the expansion of the categorical and conceptual apparatus in modern educational management.methodology. The authors used systematic, analytical, abstracting, concrete historical approach and modeling method, as well as approaches to cultural research, in particular, the modern theory of hybridity.findings. The research succeeded in substantiating the managerial potential of educational diplomacy to solve the contradictions in the development of Ukrainian higher education system. It is shown that the lack of a theoretical discussion about the possibilities of educational diplomacy and the practical implementation of its approaches to management practice reduces the efficiency of modernization processes. Against the background of possibilities to increase the effectiveness of the implementation of the higher education globalization strategies, the possibilities of educational diplomacy for overcoming the current conflicts in the development of higher education, initiated by the fact of the disintegration of the educational area and its management system have been demonstrated.Originality. The potential of the concept of "educational diplomacy" for the solution of global and local (national) contradictions in the development of higher education, and the system of education management have been demonstrated in the modern Ukrainian management discourse for the first time. The necessity of practical implementation of educational diplomacy approaches is revealed, taking into account the positive foreign experience of their use. Underestimated possibilities of educational diplomacy for Ukrainian traditions of education management, which can implement in practice the principles of consensus philosophies, resolve contradictions, and others in specific sociocultural conditions, have been presented for the first time in order to provide strategies for the modernization of higher education in an effective manner.Practical value. The obtained results can serve as a reference point for the modernization of educational policy in the conditions of disintegration of the educational area, ensuring state policy in the context of violated territorial integrity of Ukraine, in particular, in developing scenarios for the reintegration of the national educational area.
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