The fundamental nature of contemporary university education: approaches to definition and specifics of content

This article addresses the contemporary issue of fundamental content in education, which has become increasingly relevant in the 21st century. The aim of this study is to explore the objective prerequisites and grounds for redefining the term “fundamentality” within the higher education system (although it is noteworthy that re-evaluating the term “fundamental” may also be a significant task for other levels of education). Through a historical-philosophical analysis, this study provides a rationale for the lack of reflection on this issue in the history of education, dating back to antiquity. It defines the concept of “a priori fundamentality,” elucidates the significance of the Enlightenment era in shaping the fundamentality of science and education. The fundamental content of education is linked to the socio-cultural reality and the nature of science at various stages in history. The article also analyzes foreign approaches to defining fundamental education. The novelty of this article lies in introducing the concept of “new fundamentality” based on historical research in science and education, as it applies to modern education. The research materials (empirical and theoretical) were obtained from university education, but the findings can be utilized by educational program developers from other institutions of higher learning, as well as a wide range of education researchers, to establish a new approach to professional education. Keywords: fundamentality, university, philosophy of education, core, pre-adaptation, humanities knowledge, management For citation: Petrova G. I., Ovsyannikova Yu. N., Plusnin L. V. The Fundamental Nature of Contemporary University Education: Approaches to Definition and Specifics of Content. University Management: Practice and Analysis. 2024. Vol. 28, nr 2, pp. 7-16. doi 10.15826/umpa.2024.02.011 (In Russ.).