The actualization of the humanitarian paradigm and philosophy of education on the example of learning strategies in the USA 

Abstract

On the example of the education system reform in the USA in the second half of the XX century the article actualizes the role of philosophical knowledge in the educational tradition and considers the fundamental importance of the humanitarian paradigm in building long-term educational strategies subordinated to the national interests of the state. The author points to the destructive trends in the modern educational system and, in particular, to the pragmatization of the philosophy of education, which loses the conceptual continuity of the onto-pedagogical and ethical traditions against the background of the global socio-cultural crisis and the crisis of fundamental humanitarian knowledge. The paper emphasizes the key role of long-term educational policy as one of the most important aspects of national security. It is shown that the most important "fruits" of emergent humanitarian initiatives in the twentieth century were enormous achievements in the field of science, education and culture, which led to the basic socio-cultural transformation of society, its positive "systemic effect", which gave a significant impetus to further state development.Consequently, the existence of humanitarian knowledge, its ethical and axiological categorical format in educational policy, is also able to revive the social reserve, to create the intention of civil initiative, to set national priorities in the field of scientific research, educational policy, culture in General.

Keywords

• education
• civilizational development
• socio-cultural crisis
• "bologna system"
• usa
• un