Philosophical and cultural roots of education during the life process: contemporary context

The aim of the article is to introduce and consider lifelong education problems in the philosophical and culturological context. The author analyzes the key issues of contemporary education, substantiates philosophical and culturological bases of its development in the post-non-classical context, and reveals the essence and specificity of current educational models. Contemporary education is re-evaluated from the perspective of its appropriateness to post-non-classical culture and to the world view as a whole. The post-modern project of pedagogy is analyzed in its inconsistency that makes problematic the implementation of postmodern ideas. The author comes to the conclusion that it is necessary to develop phenomenological, existential and hermeneutical forms of educational practices and mentions as an instance the culture- and person-centered concepts in education, where a person is a Subject for whom education is a lifelong learning process in which everyone can choose their own personal educational path. Lifelong education concept is thought of as being expressed in post-non-classical intents for non-linearity, variation and selectivity of an educational path. An extended education is understood as post-non-classical culture’s thirst for knowledge and educational practices variability. The author specifies the gain of informal nature of different types of education which indicates transition toward non-linear, individual and existence-oriented values of post-non-classical culture.