author: Nataliia Bondarenko
Urgency of the research. The system of content coordinates that is common nowadays formalises purely quantitative parameters of the functioning of the educational environment, while the qualitative aspects (such as meaning, vocation, purpose, mission, visions, values and finally meanings) of the educational processuality are not covered.
Target setting. The essence of the problem is related to the fact that the semantic range of the educational environment as a set of semantic and semantic markers of this being-sphere raises many complaints about the formalistic limitation and conceptual narrowness, which hinders the understanding of the true potential of the educational environment, its instrumental capabilities and actual functional.
Actual scientific researches and issues analysis. The publication activity on the topic of the educational environment as a subject of worldview demarcation can be conditionally divided into three interrelated parts. The first concerns compensating for the deficit of philosophical understanding of the meaningful specificity of the educational environment. The works of A. Badiou, E. Grayling, and S. Žižek are devoted to this aspect. The second part of the publication activity on the topic of the educational environment is related to the personal factor. This aspect is highlighted in the works of M. Nusbaum, C. Taylor, and S. Feldman. The third part of the publication activity concerns the topic of the educational environment as a subject of worldview demarcation. In this regard, it is worth highlighting the research efforts of M. Bratko, H. Vaskivska, and R. Semenova.
The research objective. The criteriabased disclosure of the notion of “educational environment” through the prism of the fundamental vocation of education, its mission, vision, functional priorities, etc. becomes a priority.
The statement of basic material. A fundamental misunderstanding is related to the false stereotype that the personal paradigm is fundamentally incompatible with the utilitarian-pragmatic orientation of education - in fact, the opposite is true: it is the personal development that is the strategic resource that underpins capitalisation, both social and individual. The new paradigm of education needs a decisive and at the same time meaningful, balanced transition from narrow utilitarian-pragmatic goals of education to the fundamental humanistic goal of personal development as an imperative of human fulfillment.
Conclusions. The strategic vocation of education and education of the modern variety in particular actualises the need for an educational environment as a set of opportunities, conditions, and means of personal development.
Keywords: educational environment, attitudinal demarcation, criterion features, problematic challenges, educational goals, and personal development
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