The book “Intelligent and Autonomous: Transformation of Values in the Face of Technology”, edited by Ignas Kalpokas and Julija Kalpokienė (Vytautas Magnus University, Lithuania), is a profound study of the changes brought about by technological progress, particularly the development of the application of artificial intelligence in the field of values, morality, and social norms. The authors analyze how autonomous AI-based systems challenge traditional notions of human agency, responsibility, and freedom while also proposing possible approaches to regulating their use. The authors (...) emphasize that technologies not only influence our daily lives but also shape new conditions for societal existence, creating a need for the development of appropriate moral judgments and ethical imperatives. Overall, the book offers not only an in-depth analysis of contemporary challenges but also outlines potential approaches to technology regulation to preserve fundamental human values. (shrink)

The article «Demographic crisis in Ukraine: an integrative methodological ap­proach to analysis and overcoming» examines one of the biggest social problems of modern Ukraine – the demographic crisis, which is intensifying in the condi­tions of war and socio-economic changes. The author uses an integrative meth­odological approach, which includes analysis from the standpoint of humanistic personalism, psychoanalysis, logotherapy, futurology, androgynous analysis, and a systemic approach, for a comprehensive understanding of the problem and find­ing effective ways to overcome it. The study emphasizes (...) the importance of social programs aimed at supporting family values, equality, psychological well-being, self-fulfillment and social integration, as well as the implementation of adaptive policies in war and peace. The author emphasizes that it is necessary to respect the subjectivity of each family member, which creates a healthy family atmos­phere and contributes to the orientation of the family to the birth and upbringing of children as a social norm. The author supports the approach of androgynous analysis, according to which the emphasis in family relations is on gender partnership, which creates better opportunities for mutual respect, constructive and creative interaction of men and women in the family and society. The topic of re­spect for subjectivity in the family leads to a culture of subjectivity, which is espe­cially important in Ukraine, which, in the conditions of Russian full-scale military aggression against Ukraine, is fighting for international recognition of its subjec­tivity as a society and an independent state. It was concluded that a comprehen­sive solution to the demographic crisis is possible under the condition of applying an integrative approach that takes into account all aspects of human existence, accepts the family as the highest social value, and considers the well-being of the family as an object of protection at the state level. (shrink)

This paper delves into the contrasting educational philosophies of Booker T. Washington and W. E. B. Du Bois, two prominent figures who grappled with the question of Black progress in a society scarred by racial inequality. Washington, advocating for vocational training, championed economic self-sufficiency as the key to navigating a system rigged against Black success. Du Bois, conversely, championed a liberal arts education, emphasizing critical thinking and social critique as necessary tools for dismantling systemic barriers. This paper argues that while (...) Washington’s pragmatism held a certain appeal, its inherent acceptance of the existing social order risked perpetuating the very systems it aimed to overcome. Du Bois, through his more radical vision, recognized that true liberation necessitated not only economic agency but also the intellectual capacity to challenge and dismantle oppressive structures. By analyzing the nuances and complexities of their arguments, this paper highlights the enduring relevance of this historical debate for contemporary discussions on educational equity. It underscores the need for a multifaceted approach to education, one that recognizes the interconnectedness of economic opportunity, intellectual development, and social justice, ultimately advocating for an educational landscape that empowers all individuals to reach their full potential and contribute to a more just and equitable society. Through embracing the strengths and acknowledging the limitations of both perspectives, we can create an educational system that empowers individuals to navigate societal barriers while also equipping them with the critical thinking skills necessary to challenge and dismantle oppressive structures, fostering a more just and equitable society. (shrink)

Review of the dictionary edited by Doctor of Sciences in Philosophy, Professor, Corresponding Member of National Academy of Sciences of Ukraine, Leading Researcher of the H. S. Skovoroda Institute of Philosophy of National Academy of Sciences of Ukraine Nazip Khamitov – Philosophy of Science and Culture: Dictionary. Kyiv: KNT, 2024. 437 p.

Philosophy and education have been closely interconnected since ancient times in their focus on nurturing the best human traits. Philosophy appeared not only as a science of the general principles and values of being and cognition, but also as a practice in the upbringing of virtues. The concept of “freedom” is given a central place in the humanistic concept of the personality. It is considered as the main condition for its existence and self-development. The degree of internal freedom was often (...) considered in science as a criterion for the level of personal development. Pedagogy appears as the practice and theory of directing the efforts of the teacher and the student to improve the person during the educational process. From the point of view of the social process, the function of education as paideia is to prepare the individual for full participation in the life of his society. The purpose of the article of this article is a worldview of understanding and description of the main features of the pedagogy of freedom, in axiological dimensions. To achieve the set goal, a review of the most famous and influential concepts in the philosophy of education, such as the critical pedagogy of Paolo Freire, the humanistic psychology of Erich Fromm and Viktor Frankl, the educational models of Jean-Jacques Rousseau and Maria Montessori, as well as their rethinking by modern Ukrainian researchers, was conducted. The modern scientific concept of the development of pedagogy of freedom has theoretical and practical significance for the justification of the modern development strategy of both the axiosphere of the educational space and society as a whole. Since a meaningful aspect of the value system is the conceptualization of freedom, the axiological dimensions of this phenomenon have a future, provided that the observer and the observed have a future. (shrink)

Review of 15 books of the series of scientific and journalistic essays “Pedagogical Concepts”, created by Doctor of Science in Philosophy, Director of the NGO “Nestor Center” Vitalii Khromets, Dukh i Litera, Kyiv: 2023-2024.

The article analyzes the phenomenon of transcendental critique in relation to normative critique. The author, initially distinguishing between transcendental and normative critical discourses as distinct and, in certain respects, oppositional philosophical attitudes, then identifies some aspects and ways of their partial mutual overlapping; and vice versa, on the basis of certain points of commonality, the parameters of the fundamental difference between the transcendental and normative critical approaches are determined. The theoretical basis of the study is the author’s conceptualization of transcendental (...) thinking, within the framework of which the analysis of transcendental and normative criticism is carried out. The conceptual vantage point of the analysis is the considering of transcendental discourse as a critical discourse par excellence. Noting the ambivalence of the term “normative critique” (which means both critique of normativity and critique based on normativity), the author argues that, however, in both cases, such criticism is carried out (1) from the point of view of a certain normative basis and (2) with the aim of establishing or re-establishing certain normative principles. In contrast to the prescriptiveness, result-orientedness, and external nature of normative critique, transcendental one is defined as primarily reflective critique – or critical reflection. Normativity appears to be built into transcendental discourse, and so the distinction between transcendental and normative critique appears to be an immanent component of transcendental philosophy (similar to the distinction between the transcendental and the empirical). The ultimacy of critical inquiry, inherent in transcendental critique as opposed to normative one, is based on the factor of (self)reflexivity, the function of which in transcendental-critical discourse is crucial. Reflection “postpones” the final adoption and validation (that are inherent in a normative attitude but can be considered as some dogmatization from a transcendental-critical point of view), and becomes a condition of possibility of critical questioning “again and again”. (shrink)

The article explores the philosophical foundations of educational management through the prism of democratic and critical approaches, emphasizing the ideas of John Dewey and Henri Giroux. The main focus is on the role of a democratic approach, which is aimed at creating an educational space where students not only passively acquire knowledge but also actively participate in decision-making, forming a conscious civic position. This reinforces the development of critical thinking and social responsibility necessary for modern society. The importance of critical (...) pedagogy revealed in the context of the works of Henry Giroux as a tool of social transformation that contributes to the formation of students as socially active citizens is also considered. Giroux’s pedagogy emphasizes the importance of using education to transfer knowledge and prepare young people for active participation in changing social structures and realities. The article also explores modern approaches to educational management, particularly the existential method proposed by Segal, which promotes reflection on professional practice through understanding its existential dimensions. This approach allows managers and teachers to better understand their pedagogical practice and find meaning and motivation in educational processes. It is noted that effective educational management in modern challenges, especially military and social, requires adaptive management models that combine a pragmatic orientation to the result with a philosophical background that considers cultural and social features. Particular attention is paid to analyzing the specifics of educational management in Ukraine, which is at the junction between continental European approaches and global trends. The Ukrainian context of education requires the integration of national values and moral principles while adapting critical and democratic pedagogy to promote the development of socially conscious and responsible citizens. (shrink)

This article addresses the analysis of new challenges facing science that necessitate a reassessment of scientists’ social responsibility and a revision of conventional perceptions of scientific ethics. Science is not only a body of knowledge with a profound impact on societal transformation but also a self-organized community that establishes both explicit behavioral norms and prescriptions, as well as implicit, affectively charged values and constraints. The growth in the number of scientists and publications, alongside a simultaneous decline in public trust in (...) science, compels a rethinking of the traditional understanding of the scientific ethos and the search for ways to refine its norms through self-regulation. To this end, the article examines the relationship between scientific self-regulation and the scientific ethos, explores the origins of self-organized science, and raises questions about trust in authorities and experts. The scientific ethos, understood as a set of values and norms that govern scientists’ behavior (Robert Merton) and intended to enhance the efficiency of scientific activities, is increasingly formalized. At the same time, the lack of a clearly defined subject in science exacerbates the issue of social responsibility, especially given the trend toward the commodification (commercialization) of science. The article discusses the key factors and effectiveness of self-regulation tools – such as scientometrics, retraction practices, coordination among scientists, and the meritocratic organization of the academic community – and highlights the mismatch between traditional norms of the scientific ethos and the values of science in the context of its recent transformations. This mismatch generates potentially destructive tendencies, as the traditional approach under new conditions fails to address emerging challenges effectively. This issue is illustrated through the internal conflict of the norm of academic integrity, which encourages researchers to prioritize quantitative scientometric indicators of success, in opposition to the ethical norm of disinterestedness. I argue that the unresolved tension between these norms harms science as a whole due to the specific nature of its organization, not merely undermining the reputation of individual scientists. Finally, the article examines trust, knowledge, and values as key factors in scientific self-regulation. (shrink)

This paper is dedicated to a review of the International Scientific and Practical Conference “European Future: Philosophical and Educational Studies”, which was dedicated to Europe Day and took place on May 9-10, 2024 at the Kherson National Technical University at the Department of General Educational Humanities and Natural Sciences (Kherson, Khmelnytsky). The purpose of the event was to understand modern philosophical, educational and communication problems, highlight the issues of integration of higher education institutions into the European educational environment, as well (...) as the humanization and humanitarianization of the modern educational space. (shrink)

The article is dedicated to the exploration of the philosophy of trust by the Danish thinker and theologian Knud Ejler Løgstrup (1905–1981) as a founda­tion for moral education in the educational environment. The author emphasizes key concepts proposed by K. E. Løgstrup, such as the “ethical demand” and trust, which are considered not only as interpersonal phenomena but also as funda­mental components of moral formation. Particular attention is given to the role of trust in the teacher-student relationship, which contributes to (...) the development of moral consciousness, empathy, and responsibility. The article's author emphasizes the relevance of the ideas of the Danish philosopher, who remains relatively unknown to Ukrainian readers, as well as their significance for contem­porary Ukrainian pedagogy, particularly in the context of shaping a humanistic educational space where trust serves as a prerequisite for ethical education. The article also highlights the practical application of K. E. Løgstrup’s philosophical ideas in the educational process, specifically in fostering interdependence and moral responsibility among participants in the educational process. In this con­text, the philosophy of trust takes a central place, stressing the unconditional na­ture of the “ethical demand” and the necessity of assuming responsibility for the Other. The philosophy of trust in education plays a vital role in the development of life skills such as critical thinking, social interaction, and moral maturity. It fos­ters the creation of conditions for the conscious formation of individuals capable of navigating contemporary challenges and contributing to the construction of a just and sustainable society. Thus, the phenomenon of trust is not only a theoreti­cal concept but also a practical tool for enhancing a unique educational existence in the modern world. Trust is a social reality that cannot be reduced merely to a phenomenon, as it emerges from human relationships and intertwines with our actions and daily lives. (shrink)

Online education was once considered a convenient and flexible educational chan­nel. However, COVID-19 forced most teachers and students to have no other option but to move lessons online. Academic publications on online presence can be categorised into two independent fields: theoretical discussions and practical frameworks for improving online presence. Among these publications, some authors are holding pessimistic attitudes towards the idea of online presence. Some of them, following Heideggerian Gelassenheit, argue that online education is more or less a result of (...) participants’ exhibition of controlled and judgemental performances due to its disembodiment, which freezes the reality and is devoted to calculative thinking. Others, following the Levinasian phenomenology of the face, claim that online education, with the screen as the barrier, jeopardises the embodied sensitivity and responsiveness of teachers’ ethical attuning to students. To negotiate with these authors, we would like to remind them of its possibility. Therefore, we draw on Merleau-Ponty’s phenomenology of embodiment to introduce an opinion confirming online presence in education. We then point out the danger of reducing learning to the state of being present in classes, whether bodily or virtually, by inviting readers to rethink “absence” as a concealed side of presence and to confirm the roles of absence and presence in co-constructing a person’s perception of things. We thus emphasise the importance of teachers’ and students’ intentionality to teach or to learn, which determines the effects of online education. Finally, this study concludes with a post-digital view that beckons us to transcend the current debate of teaching online or offline, recognising a blurred boundary between the virtual and bricks-and-mortar modes of education. (shrink)

Overcoming the ecological, economic, and military-political crisis in which the modern world is located is possible on the path of human development and the creation of a new quality of social relations, expressed in a free consolidated productive interaction between individuals. Such liberalization and decentralization of the political, economic and cultural life of society is achieved through self-organization of society “from below”, when individuals and their groups, through discourse, find understanding in establishing the rules of interaction in society. Decentralization is (...) possible in a society of equal, active and morally responsible individuals who mutually respect each other and ensure stability and consolidation of people through common aspirations (Allen Mendenhall). Individuals and communities achieve a balance of self-interest in order to coordinate actions in the interests of society voluntarily, and not under the influence of institutional violence. Decentralization creates a competitive environment in which a pluralistic approach makes it possible to harmonize the interests and values of interacting social Subjects in order to optimize social relations and improve the lives of individuals and society as a whole. Totalitarian political regimes support centralization and strict universalism in the application of legal norms, generate political and economic polarization of their own societies, interfere in the internal affairs of other societies, and the best way to overcome such regimes is their decentralization. Optimal for understanding the meaning and implementation of decentralization of society is a pragmatist approach, which is well aligned with the concept of self-organization of society. The pragmatist approach with its empirical intentions focuses on the practical verification and implementation of knowledge through information feedback, which is a universal regularity of natural and social self-organizing polycentric processes. In social systems, informational feedback at certain developed levels of social self-organization has a reflexive nature. An important component of the regulation of human social actions is ethical reflection, which aligns these actions with both its current needs and the strategic values of society. Decentralization is one of the effective ways to strengthen self-organizing network connections in society, increase creative activity and well-being of citizens, harmonize social relations and reduce the level of antagonistic tension in society, which reduces the likelihood of aggressive wars. (shrink)

The article is devoted to the disclosure of the concept of “humanitarian secu­rity” in its educational perspective as an educational project. The authors state the need to protect against hybrid Russian aggression by means of the humani­tarian sphere, emphasizing the humanitarian nature of hybrid Russian aggres­sion. Based on the peculiarities of understanding and defining the humanitar­ian sphere in Ukraine, education is defined as a key aspect of this security. The authors point out the need for and consider the possibility of (...) creating a special educational component “Human Security”. The article proposes specific steps to form the framework of such a special course: (1) methodological guidelines and (2) methodological guidelines. They represent the two main parts of the article. A certain novelty of the article is that among the methodological guidelines are the author’s own developments in conducting the analysis, such as the “principle of health” of society, and the effectiveness of well-known approaches is emphasized: “historical and geographical principle”, analysis of the intercultural coexistence of national identities, discourse analysis, and for the analysis of national identities – the principles of constructivism and primordialism. The methodological guide­lines contain a clear thematization by divided blocks or modules: spiritual and value, socio-political, and practical and applied. The authors also formulate the task corpus of the special course: methodological, cognitive, and practical com­ponents. On this basis, the authors outline a map of the results to be achieved in the course of study, according to the formula «to know and be able to». At the same time, the authors emphasize the importance of the practical and research aspect of the educational component “Humanitarian Security”, which should be developed into research initiatives. The authors conclude that it is mandatory to form and improve such an educational component as a means of protection and a means of finding one’s own mistakes. (shrink)

The article analyzes the problem of education development in the context of the formation of a society in which modern technologies, and in particular, artificial intelligence (AI) developments, play a key role. Since fast learning machines are being introduced into all spheres of life (production, services, entertainment) of society, and its development depends on the intensity of the introduction of AI technologies, virtual spaces are increasingly influencing the human life, everyday life and the labour market, the problem of the development (...) of education, including university education, its purpose, tasks, content and nature is relevant. The point is that AI is actively involved in the learning process, and it is here that its use threatens to displace humans and interpersonal communication. Automation of assessment, generation of AI answers create a situation of a kind of iconic fetishism, and the educational process turns into a simulacrum. This prompts the search for new forms of human activity, which should be developed by the educational process aimed at stimulating thinking. Therefore, it is necessary to abandon the model of objective factual knowledge that can be automated and executed by machines. The development of AI will lead to the disappearance of linear thinking practices shaped by the culture of writing, cognitive functions will also be transformed, and humans will rapidly move beyond subject-centred vision. In the posthuman mindset, interaction with any non-human beings/entities creates prospects for new forms of human activity. In a world where there are more and more available resources, when each autonomous subject determines the trajectory of learning, the university as a centre of social development must be rethought. University education should be aimed at interpersonal communication, focusing on project-based activities, interpretive practices, problematisation, and creativity. The educational process should be shaped by a balance between AI technologies and the development of human intelligence, which increases the importance of interpersonal communication in the educational process. (shrink)

The article examines of the role of the institution of education in ensuring the value-normative component of the life of modern society. In this regard, the situation of the contemporary global world is analyzed, which is characterized by a powerful trend of devaluation of values. The global crisis of normativity manifests itself in several main dimensions. First, the destruction of the role of the authority of the proper as a determining factor in human life. Second, the loss of effectiveness of (...) the universal socio-cultural project of modernity. In contrast to it, the particularism of local cultural paradigms is asserted (the principle of irrefutability of value-cultural differences). Third, the growing role of violence in the world, which reveals the absence of an effective international legal order and the existence of international relations in a shaky and dangerous balance of power regime. To a large extent, the crisis of normativity is associated with the impossibility of the existence of planetary humanity as a real (i.e., based on unified value principles) community. At the same time, without certain regulations regarding interactions in the global world, the existence of planetary humanity and, even more so, the prospect of its development will become impossible. This gives rise to the need for a new, essentially different normativity. It should be based on the negative principle of restraints and allows for the implementation of the principle of global coexistence “together, but not united”. A new ethic of restraints is substantiated, in particular through the evolution of three paradigms of normativity. Its essential feature is the transformation of intersubjectivity into a moral imperative. The results of the analysis of the value state of the global world are extrapolated to the Ukrainian situation. The need for a systematic, purposeful humanitarian policy in the conditions of destruction and victims caused by the war is argued. The main vocation of humanitarian policy is the restoration of the human potential of Ukrainian society and the value orientations of its development. The mission of education in solving this important social task is substantiated. In order for this mission to succeed, profound transformations of the existing system of organizing education, in particular higher education, are necessary. The direction of these transformations should be a review of the role of the state in the field of education (transition from the regime of management and regulations to a productive educational policy promoting the development of educational institutions). (shrink)

The moral and ethical issues of forming an educated citizenry are quite rel­evant for Ukrainian society. The formation of civic consciousness on the basis of European values is in the problematic field of the philosophy of education, which is a methodological guideline for the formation of an individual’s worldview. In the article, an attempt is made to outline the conceptual and categorical appara­tus of educated citizenship; in particular, the meaning of the term “citizenship” is clarified. Citizenship is defined as a (...) moral quality of an individual that prompts a person to consciously fulfill civil duties and a sense of duty to the state and soci­ety. The connection between the civil socialization of the individual and the cul­ture of citizenship, which consists in the presence of a set of virtues: law-abiding, loyalty, community spirit, patriotism, love for the homeland, and international­ism, is also indicated. The work claims that the philosophy of education, possess­ing a wide arsenal of methodological means of shaping the worldview of a citizen, can direct educational processes in the Ukrainian community. Civic education and upbringing should be carried out by creating a democratic educational environ­ment based on European values: respect for human dignity, freedom, democracy, equality, rule of law, and respect for human rights. The conclusions indicate that the problem of the formation of an educated citizenry in Ukraine requires a com­plex joint solution both on the part of the power structures and on the part of educational institutions. The basis of the educational model of the new Ukrainian society is the theoretical basis of the formation of a citizen’s personality, socio-cultural determinants of the formation of civil society, applied aspects of the in­troduction of educated citizenship in Ukraine. (shrink)