The modern education system forms on principles such as the integration of knowledge, humanism, dialogism, and culture of dignity. The relevance of the study of a personalityoriented education system development is due to the requirements of the modern economy and modern society. The need to discuss and resolve these issues is associated with finding a strategy to improve the quality of education that meets the needs of the modern labor market. The article aimed to study the possibilities of project training in the implementation of a personality-oriented approach as a modern educational paradigm. The study is based on an analysis of the approaches of domestic and foreign scientists to issues of personality-oriented education and project training. Results: in a personality-oriented learning paradigm, the goal of a university is not only to transfer knowledge but to create an environment and experience that help students find and construct knowledge, create communities of students who make discoveries and solve theoretical and practical tasks.
Цель исследования -проследить комплекс историко-философских трансформаций концепции субъекта в западноевропейской философии. В статье выявляются истоки трансцендентализма в философии Р. Декарта и его развитие в метафизике Б. Спинозы. Отмечается, что классическое понимание сущности трансцендентального субъекта оформилось в философии И. Канта, а неклассическое -в философии А. Шопенгауэра и Э. Гуссерля. Научная новизна работы заключается в том, что в ней впервые постулируется набор признаков неклассической концепции трансцендентального субъекта, характерной для западноевропейской философии XIX-XX вв. Полученные результаты показали, что понимание трансцендентального субъекта к первой трети XX века, связанное с неклассической философской традицией, снимает ряд противоречий философии Нового времени, предлагая горизонты тематизации проблематики интерсубъективности для последующих мыслителей.
The study aims to shed light onto the circumstances which prompted M. Heidegger to change direction of his philosophical enquiry in the early 30s of the XX century. The authors determine the need for transition from dividing M. Heidegger’s creative work into the early and the late periods to considering periodisation of M. Heidegger’s creative work according to themes of his writings. Heidegger I works out a project dedicated to preserving and transforming the German spirit, while Heidegger II focuses on ultimate ontological issues. Scientific novelty of the research lies in the fact that the above-mentioned turning point in M. Heidegger’s philosophy is considered with regard to the worldview of the thinker himself, on the basis of the tasks he set himself. As a result, certainty is achieved regarding understanding of the philosopher’s reasons for changing direction of his philosophical enquiry, in particular, impossibility of implementing a university reform in political climate of Germany in the early 1930s.
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