Философские контексты образования

Introduction. Understanding the place of philosophy in national education is becoming extremely relevant in connection with the challenges, blurring the tribal, cultural, natural, social identity, which modern reality poses to a person. Comprehension of the cultural and anthropological meanings and value potential of education will help to adequately respond to the challenges of the transitive period of human existence and preserve the values of anthropo-sociocultural genesis accumulated over thousands of years. The answer implies addressing to philosophical contexts in the history of education. Materials, Results and Discussion. Historical and philosophical reconstructions show that philosophy has been determining the ideological foundations of education since ancient times. The concept of the cultural consumer established in Russian pedagogical practice in recent decades has entered into dissonance with its historical understanding of the foundations and purposes of education. Appealing to history reveals the value meanings of Western and domestic experience of education and the formation of personality on its basis. It is necessary to rethink the philosophical foundations of Russian education on the whole, in order to correct and update the scientific design of educational concepts in psychopedagogy, which involves revealing the cultural and anthropological potential of the ideas of Russian philosophy of education and is by no means a matter of one article, but requires joined efforts of different specialists working with young people, especially in the system of higher education. The answer to the challenge of the time is a scientific interfaculty project at Omsk Pedagogical University - the laboratory “Philosophy of Education and Philosophy in Education”. The concept is based on a correlate of philosophy and education. The goal of the laboratory is to identify the subject-methodological potential of philosophy in a holistic approach to human education as the process of forming the “spiritual character of a person” based on domestic historical and philosophical concepts of socialization and inculturation practices.