author: Svitlana Krylova
Urgency of the research. In the modern world, where artificial intelligence is increasingly developing, human creative activity is becoming relevant. However, such activity can be both destructive and one that does not have a deep worldview meaning. Therefore, philosophical practices that give creative activity meaning and worldview depth are extremely significant for modern man, especially in light and culture. This determines the relevance of this work.
Target setting. The important problematic issues of the article are the following: What is creative action and what are its specificities in philosophical practices? Who is the actor as a subject of creativity in philosophical practices? The result of this will be to strengthen the depth and humanism of creative action in the philosophical practices of modern education and culture.
Actual scientific researches and issues analysis. Creativity as an ability moves from possibility to reality in creative action – the action of creating new ideas, with the help of which it is possible to manipulate people, their consciousness and subconscious, and actualize their potential. Therefore, the figure of the actor, his intellectual and moral potentials, comes to the fore.American researcher of action as a phenomenon of human existence Harry Frankfurt notes that the actor is a person who is guided by various volitional intentions. Charles Taylor writes about intentionality as a conscious direction of the activity of the agent as a person. Hans Joas speaks of creativity as a way of manifestation in the activity of the human Self. A. Laktionova analyzes the problem of the actor in the context of the specifics of his activity. Analyzing the figure of a creative personality, N. Khamitov offers a fruitful methodology of metaanthropology, on the basis of which this study is developed.
The research objective. The task of this article is to realize the essence and plurality of philosophical practices in the context of creative action in modern education and culture in general.
The statement of basic materials. Speaking about the plurality of philosophical practices, we first of all state that there is no single correct philosophical practice, there are always many of them. However, we should find an obvious principle for their classification. I propose to make the classification based on two groups of parameters:
• “Academic - non-academic” philosophical practices.
• “Public - non-public” philosophical practices.
As a result, we have four options for philosophical practices and, accordingly, creative action in them:
1. Academic public philosophical practices (for example, public lectures or philosophical essays by teachers or scientists, philosophical radio and television programs that they conduct).
2. Academic non-public philosophical practices (for example, philosophical projects discussed in a student group).
3. Non-academic public philosophical practices (for example, a speech by a person without philosophical education on worldview topics).
4. Non-academic and non-public philosophical practices (for example, a philosophical diary, essays or aphorisms written “on the table” to relieve existential tension).
In each of these options, creative action is possible if the actor acquires a personal and philosophical worldview. But it is the academicism that is present in philosophical practices that fills creative action with both systematicity and creativity.
Conclusions. Philosophical practices in education and culture contribute to both the depth and humanism of creative action.
Keywords: philosophical practices, education, culture, creative action, metaanthropology, ordinary human existence, boundary human existence, meta-boundary human existence.
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