Metaphysics of education: essence and first principles

Abstract

The study of education by the metaphysical method is an important topic, but often does not have a clear system statement. The analysis of scientific, reference, educational, methodological and legislative literature revealed the incompleteness of the existing definitions of education from the point of view of the metaphysical dimension. The purpose of the article is to explicate the essential features and first principles of education. The author of the article revealed that researchers often reveal the essence of education due to the category of being (education as a result) and the category of becoming (education as a process). If the authors of the definitions use both of these categories, then such formulations are more successful. In addition to these categories, the category of activity is important for clarifying the essence of education. Education is not only a process (activity, development, change), but also an activity (active and expedient change and transformation), which includes the goal, means, result, and the process of activity itself. The concept of a system is another traditional option that helps to reveal the essence of education. However, in relation to modern education, the term system (in a broad sense) is not quite appropriate, since education today is not a centralized system, but a decentralized sphere of educational services.

The author of the article explicates the nature of education. Education has three bases: anthropic, social, and cultural. Authors who define education and use an anthropic basis focus on a person’s life experience or personal development. Authors who prefer a social basis when defining education emphasize socialization or communication. If the authors base the definition of education on the basis of culture, they understand education as the cultivation and translation of culture. In its full meaning, education is a combination of anthropic, social and cultural foundations and represents the activities of the individual and society for the preservation and development of culture. In addition to the essential features and nature of education, the author explicates the formal (formal, non-formal, informal learning and upbringing) and target (learning to be is the main goal of education) first causes of education. The matter and efficient first causes need further development. Movement arises as a dialectical resolution of the contradiction between opportunities and needs, opportunities and aspirations of a person and society. The needs of self-improvement and self-preservation (of a person, society, culture) also claim to be the efficient causes of education.