Keyword: «philosophy of education»

The relevance of our research lies in the need to conceptualize the creative environment of the city as a special place of emergence of new educational practices in the body of the city. The aim of the research was to philosophically conceptualize the creative urban space as a structural element of the educational environment of the city. The research is based on qualitative methods. Thesaurus approach and hermeneutic analysis were used as the main methods. The methodological bases of the work were: the tenets of the philosophical direction of invironmentalism and the environmental approach, the social paradigm of space and the paradigm of information and communication space, the provisions of social-topological theory. The article presents the results of socio-philosophical analysis of the creative space issue as an educational locus of the city through the concept of "rhizome" and the introduction of the term "rhizomatic educational space". The author considers rhizome as a radical alternative to static and closed systems of educational practices with rigid axial orientation existing in urban space. The article identifies and describes the main principles of rhizome manifestation in the educational practices of the city, recognized on the basis of the analysis of creative environment: the principle of heterogeneity and connectivity; the principle of multiplicity; the principle of rupture; the cartographic principle. The article considers the concepts of deterritorialization and reterritorialization, describing the capacity of rhizome for constant change from the position of educational environment description. The article presents the results of a comparative analysis of genealogical and rhizomatic approaches to the organization of the educational process, highlighting and describing the advantages of the latter. Scientific novelty of the work consists in the following: the term "rhizomatic educational space" is considered in detail from the point of view of socio-cultural phenomenon; the reasons for the emergence and components of rhizomatic educational space, on the basis of which the presented phenomenon functions, are identified; the regularities effect of cultural and educational potential of the city on the socialization and improvement of the cultural level of the individual are outlined.

This article examines the development of practice theory as a philosophical basis for interdisciplinary educational research. The aim of the study is to present a systematic analytical review of the theory of practice by philosophers and social theorists, which is the foundation of interdisciplinary pedagogical research. The socio-philosophical methodology of practice theory involves the substantiation, first of all, of scientific approaches, methods and means of research activities in the field of pedagogy, possible on the platform of an interdisciplinary approach. From the authors’ point of view, interdisciplinary pedagogical research is a systemic area of scientific research that unites various disciplines and methods to study pedagogical phenomena and processes, allowing us to consider pedagogical reality from different points of view and in a structural relationship, as well as take into account the influence of sociocultural, psychological, economic and other factors. The philosophical theory of practice is one of the theoretical and methodological foundations of interdisciplinary pedagogical research. It is a philosophical system that explores the essence and structure of practical activity and its role in the formation of knowledge, values and skills of both students and teachers. The results of the study demonstrate that the development of a philosophical theory of practice is an important aspect of the pedagogical system. A general analytical review of the development of the socio-philosophical theory of practice showed that practice plays a key role in the formation of social relations, individual subjects and social structures including the system of education. Research in this area will help to better understand the interaction between power, education and social processes, as well as the ways in which the educational practices change and transform in modern society. The theoretical and practical significance of the study is determined by the appeal to the fundamental bases of the historically formed and differently manifested diversity of mechanisms for transmitting social experience based on the theory of practice. The presented analysis of philosophical theories can provide an epistemological basis for both the academic theoretical study of education and its empirical use by practicing teachers.