Вестник Мининского университета (Dec 2019)
The ontological status of language in education
Abstract
Introduction. The article is devoted to the relations of language, education system and man. The identification of the ontological status of language and education is closely related to their nature and the nature of man as a constantly becoming being. Language is defined as a fundamental condition for the existence of the education system.Materials and methods. The philosophical and pedagogical research used understanding approaches in education, the article is based on the analysis of classical and modern works on the philosophy of language and philosophy of education. Philosophical research has a hermeneutic and existential Foundation, presented in the works of the largest German thinkers M. Heidegger and H.-G. Gadamer. Hermeneutic methodology in the study is combined with dialectical approach.Result. The process of understanding in the framework of hermeneutical methodology appears as a way of being a person and the purpose of the education system. Language appears both as a fact of being (a metaphysical phenomenon) and as a phenomenon of culture. It is proved that the object of philosophical research at the border of philosophy of language and education should be primarily the position of the classics, whose works are devoted to the problem of philosophy of language (M. Heidegger, H.-G. Gadamer, G. G. Shpet, A. F. Losev, A. N. Portnov, F. Kaints, etc.). It is concluded that society needs silence, man-made civilization has created a world of "noise" technology, all fell into the age of digitalization. Both teachers and students are unaccustomed to silence, do not know how and do not want to listen to it.Discussion and conclusion. The article considers the active role of language (language is initiative) in the existence of culture, the importance of language as a fact of existence for human existence. The ontological status of language and the existential concept of education are deduced within the framework of pedagogical hermeneutics.
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