Философия либерального образования: контексты

Вопросы образования. 2020. № 2. С. 8–36.

Kurennoy V.

The first article devoted to philosophy of liberal education (Voprosy obrazovaniya / Educational Studies Moscow no 1, 2020) laid out systematically the principles of that philosophy, such as (1) lifelong learning, (2) academic freedom, (3) importance of practice and experience, (4) critical thinking and civil competency, (5) competency development instead of knowledge accumulation, (6) priority of general education over specialized education, (7) the concept of learning to learn, (8) self-directed learning effort, (9) political neutrality, and (10) interaction and Socratic dialogue. In this second part of the article, the liberal model of education is contextualized under two main perspectives, historical and socio-theoretical. The historical perspective is used to discuss the ancient origin of the liberal model, German classical philosophy university as a direct source of its principles, and the trajectories of liberal education discourse elements penetrating Russia’s educational and cultural policies. The socio-theoretical perspective is applied to the context in which the liberal model was conceived (the infancy of modernity), the social conditions that led to its crisis (settled industrial modern societies), and its relevance in the era of late modernity.

Keywords: индустриальное общество, постиндустриальное общество, industrial society, modernity, либеральное образование, postindustrial society, Wilhelm von Humboldt, Вильгельм фон Гумбольдт, liberal education, liberal arts education in the ancient world, classical German philosophy, Soviet cultural politics discours, свободное образование в античности, немецкая классическая философия образования, советский дискурс культурной политики, общество модерна