Philosophy of Liberal Education: The Contexts
The first article devoted to philosophy of liberal education (Voprosy obrazovaniya / Educational Studies Moscow no 1, 2020) laid out systematically the principles of that philosophy, such as (1) lifelong learning, (2) academic freedom, (3) importance of practice and experience, (4) critical thinking...
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| Format: | Article |
| Language: | English |
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National Research University Higher School of Economics (HSE)
2020-06-01
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| Series: | Вопросы образования |
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| Online Access: | https://vo.hse.ru/article/view/15845 |
| _version_ | 1811164553624420352 |
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| author | Vitaly Kurennoy |
| author_facet | Vitaly Kurennoy |
| author_sort | Vitaly Kurennoy |
| collection | DOAJ |
| description | The first article devoted to philosophy of liberal education (Voprosy obrazovaniya / Educational Studies Moscow no 1, 2020) laid out systematically the principles of that philosophy, such as (1) lifelong learning, (2) academic freedom, (3) importance of practice and experience, (4) critical thinking and civil competency, (5) competency development instead of knowledge accumulation, (6) priority of general education over specialized education, (7) the concept of learning to learn, (8) self-directed learning effort, (9) political neutrality, and (10) interaction and Socratic dialogue. In this second part of the article, the liberal model of education is contextualized under two main perspectives, historical and socio-theoretical. The historical perspective is used to discuss the ancient origins of the liberal model, German classical philosophy as a direct origin of its principles, and the trajectories of liberal education discourse elements penetrating Russia’s educational and cultural policy. The socio-theoretical perspective is applied to the context in which the liberal model was conceived (the nascent stage of modernity), the social conditions that led to its crisis (stabilized industrial societies of the modern age), and its relevance in the era of late modernity. |
| first_indexed | 2024-04-10T15:23:17Z |
| format | Article |
| id | doaj.art-03d5faeb155c475aa8c8ac6467604029 |
| institution | Directory Open Access Journal |
| issn | 1814-9545 2412-4354 |
| language | English |
| last_indexed | 2024-04-10T15:23:17Z |
| publishDate | 2020-06-01 |
| publisher | National Research University Higher School of Economics (HSE) |
| record_format | Article |
| series | Вопросы образования |
| spelling | doaj.art-03d5faeb155c475aa8c8ac64676040292023-02-14T12:05:00ZengNational Research University Higher School of Economics (HSE)Вопросы образования1814-95452412-43542020-06-01283610.17323/1814-9545-2020-2-8-3615845Philosophy of Liberal Education: The ContextsVitaly Kurennoy0HSE UniversityThe first article devoted to philosophy of liberal education (Voprosy obrazovaniya / Educational Studies Moscow no 1, 2020) laid out systematically the principles of that philosophy, such as (1) lifelong learning, (2) academic freedom, (3) importance of practice and experience, (4) critical thinking and civil competency, (5) competency development instead of knowledge accumulation, (6) priority of general education over specialized education, (7) the concept of learning to learn, (8) self-directed learning effort, (9) political neutrality, and (10) interaction and Socratic dialogue. In this second part of the article, the liberal model of education is contextualized under two main perspectives, historical and socio-theoretical. The historical perspective is used to discuss the ancient origins of the liberal model, German classical philosophy as a direct origin of its principles, and the trajectories of liberal education discourse elements penetrating Russia’s educational and cultural policy. The socio-theoretical perspective is applied to the context in which the liberal model was conceived (the nascent stage of modernity), the social conditions that led to its crisis (stabilized industrial societies of the modern age), and its relevance in the era of late modernity.https://vo.hse.ru/article/view/15845industrial societyliberal educationpost-industrial societywilhelm von humboldtliberal arts education in the ancient worldclassical german philosophysoviet cultural politics discoursemodernity |
| spellingShingle | Vitaly Kurennoy Philosophy of Liberal Education: The Contexts Вопросы образования industrial society liberal education post-industrial society wilhelm von humboldt liberal arts education in the ancient world classical german philosophy soviet cultural politics discourse modernity |
| title | Philosophy of Liberal Education: The Contexts |
| title_full | Philosophy of Liberal Education: The Contexts |
| title_fullStr | Philosophy of Liberal Education: The Contexts |
| title_full_unstemmed | Philosophy of Liberal Education: The Contexts |
| title_short | Philosophy of Liberal Education: The Contexts |
| title_sort | philosophy of liberal education the contexts |
| topic | industrial society liberal education post-industrial society wilhelm von humboldt liberal arts education in the ancient world classical german philosophy soviet cultural politics discourse modernity |
| url | https://vo.hse.ru/article/view/15845 |
| work_keys_str_mv | AT vitalykurennoy philosophyofliberaleducationthecontexts |