Philosophical aspects of the digitalization of Russian education

The article focuses on the characteristics of digitalization in Russian education. The aim of the work is to consider the problematic context of digitalization from the perspective of philosophy. The main philosophical problem, which is actualized in connection with the digitalization of education, is anthropological. Its content boils down to the question: will the learner in the new, digital conditions be able to preserve the human identity and develop as a subject of the educational process, or will this identity have to be destroyed in order to successfully implement the digital project? The object of the study - digitalization as a way to transform domestic education. The definition of digitalization is given, the content of digital technology is studied. The national specificity of the digitization process is considered as a subject. The methodological basis of the study is dialectical materialism. Some documents that initiated the digitalization of education in Russia are given, their main theses are considered. In the domestic educational space, two approaches to the digitalization of education are distinguished - “digitalization” and “anti-digitalization”. Both approaches differ in their understanding of what digitalization is, their conceptual content, and their definition of the problems associated with digitalization. The content of the position of “digitalizers” is analyzed and its ambiguity is shown. On the one hand, at the theoretical level, “digitalizers” are engaged in the formation of a total digital educational environment, which has a unifying and supranational character. On the other hand, within this process on the practical level, the traditional meanings of domestic education, which contradict this character - civil, patriotic, national and individual are actualized.