author: Valentyna Kuryliak
Relevance of the research. The dominance of the technocratic and secular paradigm of the twentieth century has reduced the humanistic potential of the university to a utilitarian function of training specialists, stripped of its deeper moral dimension. This approach, grounded in the separation of facts and values, has contributed to a systemic crisis of goal-setting, which underscores the need to rethink the very essence of education.
Problem statement. In the context of postsecularity – which has revealed the inadequacy of the thesis about the inevitable decline of religion – there emerges a need to restore the axiological dimension of education and to shift from an informational model to a formational one.
Analysis of recent research and publications. Contemporary educational discourse increasingly emphasizes the role of spiritual and moral meanings, as well as the phenomenon of value interiorization through the cultural codes of the educational environment, particularly through the “hidden” curriculum.
Research task. The aim of the article is to theoretically substantiate the axiological transformation of higher education in Ukraine within a postsecular society and to outline the ways in which spiritual and ethical orientations can be integrated into the educational process.
Main material presentation. The educational process is interpreted not merely as a transmission of knowledge but as an integrative process of forming a holistic, morally mature personality. The formation of spiritual and ethical orientations is considered one of the key functions of education, realized through the interiorization of meanings within the educational environment and the “hidden” curriculum. Special attention is given to the role of higher education institutions founded by religious organizations. The case of the Ukrainian Institute of Arts and Sciences demonstrates how the integration of faith and professional education, along with the concept of service as an educational ideal, contributes to shaping “ethical leaders” and morally responsible professionals.
Conclusions. The article substantiates the necessity of a paradigmatic shift – from the “transmission of knowledge” to the “transformation of the person”, where the category of “being” becomes more significant than the category of “having”. It concludes that such higher education institutions are capable of providing holistic education, in which the outcome extends beyond technical competence and includes the spiritual and ethical transformation of the individual.
Keywords: axiological transformation, postsecular society, formation, educational environment, hidden curriculum, spiritual orientations, integration of faith and learning, holistic education.
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