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Introduction. The purpose of this article is to argue dialogue philosophy and pedagogy, when these both knowledge decide problem of a person’ self-determination in social institute of education. Materials and Methods. Philosophical concept of a person is offered as methodology for researches of pedagogical self-determinate’s problem. The focus are two abilities of a person. There are reflection and transcending. The study of the famous philosophical anthropologists (G. Zimmel, M. Scheler, Z. Bauman, M. Foucault, V. Podoroga,L.G., Tulchinskii and etc.) makes an opportunities to receive the wealth theoretical material. The first, this material concerns impossibility of human’s logical determination because a human can be identified only ontologically. This definition concerns the way of his being. The secondly, the article affirms an education as authentic way of person’s being, which gives him constant incompleteness and endless desire for self-detrmination. The way of comparative analysis is used to find differences between the concepts of a person and his self-determination in classical (metaphysical) philosophy and in modernity postmetaphysical philosophy. The way of conceptual analysis helped to express the key concepns of the topic – humun, education, self-dtterminate. Results and Discussion. The determination of education and seff-determination as the way of person being have the next conclusions. The First conclusion concern specific characteristics of a person (reflective intelligence and transcending, permanent formation of oneself and search for one's essence. The second conclusion is the next. The social institute of education originates and historically develops as the aid to a person at his educational way of being. A person receives educational knowledge and the methodology and the technology of teaching and learning is developed here. The presented material can contributes to the practical solution of self-determination as pedagogical problem. Philosophical methodology promotes analysis of pedagogical practices, focused for the solution of subject’s formation, comprehension of identity and student’s identification, his re-identity and re-determination. These processes are relevanted today. Conclusions. The conclusion is made about the necessity for cooperation between philosophy and pedagogy. Notable features of modernity (rizomaticity – j. Deleuze, displacement of center and periphery – J Derrida, fluidity – Z. Bauman) make it possible to comprehend pedagogical ways, what take into consideration modernity understanding of a person and his self-determination. The question about the actions the pedagogical techniques and role of human’s inner peace requires special attenttial. |
