Ze względu na plastyczność i dynamikę współczesnego życia społeczno-kulturowego można zauważyć, że edukacja przedstawia się obecnie jako system otwarty, tzn. taki, w ramach którego nie da się zaproponować pewnych stałych i niezmiennych rozwiązań. Zdaniem autorek artykułu oznacza to, że zmienność i dynamika problemów społecznych, ekonomicznych, psychologicznych czy środowiskowych determinuje konieczność podjęcia przez współczesnego człowieka tzw. kształcenia ustawicznego. Autorki podkreślają, że wdrażanie w społeczeństwach procesu kształcenia ustawicznego w obecnych warunkach społeczno-kulturowych będzie sprzyjać zrównoważonemu rozwojowi zarówno całej ludzkości, jak i poszczególnych społeczności.
In the paper, the authors give a brief review of studies in the field of the neuroscience of consciousness in order to prove the following key point of the future human image: lifelong learning is the posthuman need. As well as new physical culture, which the authors have examined in the previous article, lifelong learning is the second key feature of the future human image. The authors have used the dialectical, scientific and formal logical methods of philosophy in order to fulfil the task. The novelty of the study is the substantiation of lifelong learning based on the neuroscience of consciousness, as well as the consideration of lifelong learning as a special culture that ensures the continuous development of the neural basis of consciousness. As a result of the study, the authors came to the following conclusions: а) lifelong learning is a special culture that provides continuous development of consciousness in ontogenesis; b) lifelong learning need as culture is due to dynamic neural basis of consciousness, which requires special conditions for full development in ontogenesis.
The purpose of the present academic paper lies in identifying the transformational processes of the educational paradigm within European countries. The research methodology is quantitative; it is based on the method of statistical analysis of development indicators of the EU states’ education systems according to Eurostat, the World Bank 2009-2019. The results demonstrate a significant differentiation of the integration of different educational paradigms within European countries. The experience of the EU states bears evidence to the differentiation of mechanisms for financing education. In general, the following financing mechanisms predominate, namely: 1) centralized + local + local transfers (7 countries); 2) centralized in 6 countries; 3) centralized + local transfers in 5 countries; 4) local + local transfers in 5 countries. The theoretical and practical value of the research lies in considering the identified slow transformations of educational paradigms by international organizations when developing a policy for ensuring the quality of education within the EU.
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