Журналы — Народное образование — Выпуск №4/2021
Рыбаков С. Ю., Степанов И. И.
Постмодернизм в педагогике как отражение фундаментального антропологического кризиса
Сущность постмодернистской философии образования. Формирование концепции педоцентризма (наличие у учащегося прав, существование у наставника обязанностей по обслуживанию этих прав). Постмодерн как этап перехода к моделям трансгуманизма.
• антропология • гносеология • постмодернизм • образование • педагогика • традиция • трансгуманизм
Postmodernism In Pedagogy As A Reflection Of The Fundamental Anthropological Crisis
Sergey Yu. Rybakov, Associate Professor, Candidate of Physical and Mathematical Sciences, Head of the Department of Theology of Ryazan State University named after S.A. Yesenin, å-mail: orto5519@mail.ru
Igor I. Stepanov, Candidate of Historical Sciences, Associate Professor of the Department of Theology of Ryazan State University named after S.A. Yesenin, å-mail: hiermonk@icloud.com
Abstract: The article examines the influence of the ideology of postmodernism on the development of domestic education. It is shown that postmodernism is a logical result of false epistemological attitudes associated with nihilism. Thus, scientific knowledge ceases to be relevant to the truth. Postmodern agnosticism generates appropriate approaches to education, where there is a rejection of the fundamental nature of knowledge. The priority is the self-expression of students, their creativity. It is concluded that, in fact, postmodernism is a link in the transition to models of transhumanism.
Keywords: anthropology, epistemology, postmodernism, education, pedagogy, tradition, transhumanism.
