THE EVOLUTION OF PHILOSOPHICAL AND ANTHROPOLOGICAL STRATEGY OF PEDAGOGY
The author is convinced that the Russian philosophy contains a powerful methodological and heuristic potential, which allows to create a new concept of interaction of philosophical-anthropological and pedagogical knowledge. The paper proposes an approach corresponding to the post-non-classical type of rationality, an attempt to overcome biologizatorskie and sociologizatorskie extremes in understanding the nature of education. The paper uses the methodological principles of synergetics as the basis of innovative models in the field of education. The paper investigates the heuristic potential of the paradigm approach in pedagogy. Philosophical and anthropological paradigms allow us to establish a connection between educational and educational strategies and the universal substantial properties of man. The anthropological matrix of the construction of philosophical and anthropological paradigms of education is the composition of man, where the main role is played by spirituality.The anthropic principle in the theory and practice of education is formed in the context of national culture and assumes the integrity of human comprehension, where the higher ontologies structure the lower ones. The author of the article believes. that the premises of the post-non-classical type of rationality were laid down in Russian philosophy. namely in philosophical and pedagogical creativity of such thinkers As I. lesvichnik, G. Skovoroda, A. A. Grigoriev, S. I. Gessen, K. P. Wenzel, L. M. Lopatin, V. I. Nesmelov, V. F. Odoevsky, N. N. Strakhov, P. D. Yurkevich. The theoretical and practical significance of this article is that it draws the attention of researchers to the need for a conceptual understanding of the problems of education in the context of national culture. Relying on the paradigm methodology, the author tries to create a new concept of interaction between philosophical and pedagogical knowledge on the basis of integral essentialism.