vovrВысшее образование в России (Vysshee obrazovanie v Rossii = Higher Education in Russia)Vysshee Obrazovanie v Rossii = Higher Education in Russia0869-36172072-0459Moscow Polytechnic University10.31992/0869-3617-2021-30-10-108-116vovr-3033Research ArticleФИЛОСОФИЯ НАУКИ И ОБРАЗОВАНИЯPHILOSOPHY OF SCIENCE AND EDUCATIONФилософия образования и история философии: трансформация диалога педагогов и философов в XXI в.Philosophy of Education and History of Philosophy: Transformation of the Dialogue between Educators and Philosophers in the 21st Centuryhttps://orcid.org/0000-0003-4881-3652ВласоваО. А.VlasovaO. A.

Власова Ольга Александровна – доктор философских наук, доцент, профессор кафедры истории философии

199034, Санкт-Петербург, Университетская наб., 7-9

Olga A. Vlasova – Dr. Sci. (Philosophy), Prof., Department of History of Philosophy, Institute of Philosophy

7-9, Universitetskaya emb., St. Petersburg, 199034

o.a.vlasova@gmail.comСанкт-Петербургский государственный университетРоссияSaint-Petersburg State UniversityRussian Federation2021081020213010108116Copyright © Власова О.А., 20212021Власова О.А.Vlasova O.A.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://vovr.elpub.ru/jour/article/view/3033

Статья исследует проблему трансформации диалога педагогов и философов (в рамках научного диалога философии образования и истории философии) в XXI в. Работа реализует перспективистский подход, исследуя междисциплинарное поле философии образования и истории философии с позиции актора науки в измерении диалога педагогов и философов. Источниковым материалом исследования служат научные публикации 1990–2021 гг. в специализированных изданиях. В ходе исследования обоснован авторский подход к исследованию актуального состояния и дискуссий философии образования в перспективе диалога педагогов и историков философии. Обобщены особенности трансформации поля философии образования в 1990–2021 гг., выделены периоды изменения диалога философии образования и истории философии, общие направления современных дискуссий. Продемонстрировано, что в современных исследованиях диалог педагогов и историков философии происходит на всех уровнях философии образования: уровне методологии, практических наработок мыслителей прошлого, культурного, социального, ценностного контекста. Роль историка философии при этом состоит в углублении критики и интерпретации педагогического дискурса прошлого в ответ на конкретный запрос специалистов-педагогов, в прояснении отдельных аспектов философии и контекстуализации их в рамках образования. Сделан вывод о том, что исследование современной ситуации философии образования, её дискуссий, историко-философского пласта её современной проблематики не только показывает современное состояние педагогического дискурса, но и указывает на сохраняющуюся актуальность исследования философии прошлого и важность работы историка философии для специалистов других отраслей гуманитарных наук.

The paper examines the problem of transformation of the dialogue between educators and philosophers (within the framework of the scientific dialogue between the philosophy of education and the history of philosophy) in the 21st century. The work implements a perspectivist approach, exploring the interdisciplinary field of philosophy of education and history of philosophy from the position of an actor of science in measuring the dialogue between educators and philosophers. Monographs and scientific papers of 1990–2021 serve as a source material for the study. In the course of the study, the author’s approach to the study of the current state and discussions of the philosophy of education in the perspective of the dialogue between teachers and historians of philosophy has been substantiated. The article generalizes the features of the transformation of the field of philosophy of education in 1990–2021, identifies the periods of change in the dialogue between the philosophy of education and the history of philosophy, highlights the general directions of modern discussions. It is demonstrated that in modern research the dialogue between educators and historians of philosophy occurs at all levels of philosophy of education: the level of methodology; practical developments of thinkers of the past; cultural, social, value context. At the same time, the role of the historian of philosophy is to deepen criticism and interpretation of the pedagogical discourse of the past in response to a specific request from specialist educators, in clarifying certain aspects of philosophy and contextualizing them within the framework of the situation of education. The article shows the importance of studying the historical and philosophical layer of modern problems, indicates the continuing relevance of the study of the philosophy of the past and the work of the historian of philosophy for specialists in various branches of the humanities.

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The authors declare that there are no conflicts of interest present.