Education in the 21st century: philosophical foundations and principles

Abstract

Aims: The purpose of the article is to provide a philosophical analysis of the anthropocentricity of education in the twenty-first century in the context of individual, local, and global dimensions. It is noted that education in the philosophical sense is interpreted from two key positions: existential and anthropological. The twenty-first century has become a period of actualisation of the human dimensional context of educational development. The role and status actualisation of participants in the educational space in the internal educational space and in the sociocultural environment as a whole implies the need to determine the content and format of the functioning of the education system. Methodology: To achieve the results of the study, the general scientific and philosophical methodological arsenal is used. Since the key task is to study the human aspects, the most appropriate methods are analytical and prognostic. The philosophical understanding of educational development is provided by two most common methodological approaches - dialectical and synergistic. Results: The results of the study indicate the actualisation of the following anthropocentric guidelines that are the basis of educational development in the twenty-first century: efficiency, quality, creativity, responsibility, competitiveness, and innovation. Scientific Novelty: Based on the results obtained in the course of the study, the human-dimensional elements that require a more thorough scientific and philosophical analysis are identified. If the fundamental anthropocentric educational elements have already been actually established in development strategies, the aspects of creativity, competitiveness, and prospects are updating their guidelines online, requiring constant scientific and philosophical support. Conclusion: The philosophy of education proposes the principle of anthropocentrism as a correlative element between education and other spheres of social activity. Human dimensionality determines the key characteristics of the participants in the educational process, forming the dominance of the anthropological component in this area in the twenty-first century - the era of dynamism and flexibility of the worldview paradigm.