A social and philosophical analysis of the values of European education
Keywords:
social values, axiology of education, European education system, innovativeness of education, fundamentality of education.
Abstract
The modern European education system is strongly influenced by the global trends of civilizational development. In the axiological dimension, there is a balancing act between the dynamic trends of innovativeness and traditional elements of the authenticity of the educational environment. The socio-philosophical value segment in education is at the stage of searching for optimal synergetic interactions at local and global levels. The scientific exploration aims to comprehend the peculiarities of social value elements of the European educational space and to renew a separate axiological cluster of the socio-educational paradigm of modernity. The article aims to structure theoretically outlook and practically dynamic socio-philosophical value concepts and their correlation in the European educational environment. The study used general scientific and scientific-pedagogical methods with the involvement of synergetic methodological principles. The results of the study indicate axiological gaps between traditionality and innovation in the European educational system and the need for the alignment of value constants. A promising direction of research is the formation of a progressive value paradigm, in which the system of values will meet the requirements of the time and become a guide to social development in general. So, in the modern educational system two types of values are relevant: dynamic, practically oriented - mobility, inclusiveness, innovativeness; fundamental, theoretical, and ideological - humanization, tolerance, identity.
Downloads
Download data is not yet available.
References
Aramburuzabala, P., McIlrath, L., & Opazo, H. (2019). Embedding Service Learning in European Higher Education: Developing a Culture of Civic Engagement (1st ed.). Routledge. https://doi.org/10.4324/9781315109053
Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (Digcompedu). European Journal of Education, 54, 356–369. https://doi.org/10.1111/ejed.12345
Devadze, A., Gechbaia, B., & Gvarishvili, N. (2022). Education of the future: an analysis of definitions (literary review). Futurity Education, 2(1), 4–12. https://doi.org/10.57125/FED/2022.10.11.19
Dijkstra, L., Poelman, H., & Rodríguez-Pose, A. (2020). The geography of EU discontent. Regional Studies, 54(6), 737-753. DOI: https://doi.org/10.1080/00343404.2019.1654603
Dollinger, M., Lodge, J., & Coates, H. (2018). Co-creation in higher education: towards a conceptual model. Journal of Marketing for Higher Education, 28(2), 210-231. https://doi.org/10.1080/08841241.2018.1466756
Fornara, F., Molinario, E., Scopelliti, M., Bonnes, M., Bonaiuto, F., Cicero, L., Admiraal, J., Beringer, A., Dedeurwaerdere, T., de Groot, W., Hiedanpää, J., Knights, P., Knippenberg, L., Ovenden, C., Polajnar Horvat, K., Popa, F., Porras-Gomez, C., Smrekar, A., Soethe, N., Vivero-Pol, J. L., Van den Born, R., & Bonaiuto, M. (2020). The extended Value-Belief-Norm theory predicts committed action for nature and biodiversity in Europe. Environmental Impact Assessment Review, 81, 106338. https://doi.org/10.1016/j.eiar.2019.106338
García, O., & Otheguy, R. (2020). Plurilingualism and translanguaging: commonalities and divergences. International Journal of Bilingual Education and Bilingualism, 23(1), 17-35. https://doi.org/10.1080/13670050.2019.1598932
Gifford, C. (2021). Finding political identities: Young people in a changing Europe. National Identities, 23(5), 582-585. DOI: https://doi.org/10.1080/14608944.2021.1949834
Hämäläinen, R., De Wever, B., Nissinen, K., & Cincinnato, S. (2019). What makes the difference – PIAAC as a resource for understanding the problem-solving skills of Europe's higher-education adults. Computers & Education, 129, 27-36. https://doi.org/10.1016/j.compedu.2018.10.013
Knight, J., & de Wit, H. (2018). Internationalization of Higher Education: Past and Future. International Higher Education, 95, 2-4. https://doi.org/10.6017/ihe.2018.95.10715
Kunst, S., Kuhn, T., & van de Werfhorst, H. G. (2020). Does education decrease Euroscepticism? A regression discontinuity design using compulsory schooling reforms in four European countries. European Union Politics, 21(1), 24–42. https://doi.org/10.1177/1465116519877972
Leal Filho, W., Raath, S., Lazzarini, B., Vargas, V. R., de Souza, L., Anholon, R., Quelhas, O. L. G., Haddad, R., Klavins, M., & Orlovic, V. L. (2019). The role of transformation in learning and education for sustainability. Journal of Cleaner Production, 199, 286-295. https://doi.org/10.1016/j.jclepro.2018.07.017
Maaranen, K., Kynäslahti, H., Byman, R., Jyrhämä, R., & Sintonen, S. (2019). Teacher education matters: Finnish teacher educators’ concerns, beliefs, and values. European Journal of Teacher Education, 42(2), 211-227. DOI: https://doi.org/10.1080/02619768.2019.1566317
Makransky, G., & Lilleholt, L. (2018). A structural equation modeling investigation of the emotional value of immersive virtual reality in education. Educational Technology Research and Development, 66, 1141–1164. https://doi.org/10.1007/s11423-018-9581-2
Pisoni, G. (2019). Strategies for Pan-European Implementation of Blended Learning for Innovation and Entrepreneurship (I&E) Education. Education Sciences, 9(2), 124. https://doi.org/10.3390/educsci9020124
Ramberg, J., & Watkins, A. (2020). Exploring inclusive education across Europe: some insights from the European Agency Statistics on Inclusive Education. FIRE: Forum for International Research in Education, 6(1). https://doi.org/10.32865/fire202061172
Saloviita, T. (2020). Attitudes of Teachers Towards Inclusive Education in Finland. Scandinavian Journal of Educational Research, 64(2), 270-282. DOI: https://doi.org/10.1080/00313831.2018.1541819
Sherman, M., Puhovskiy, E., Kambalova, Y., & Kdyrova, I. (2022). The future of distance education in war or the education of the future (the Ukrainian case study). Futurity Education, 2(3), 13–22. https://doi.org/10.57125/FED/2022.10.11.30
Snijders, I., Wijnia, L., Rikers, R. M. J. P., & Loyens, S. M. M. (2019). Alumni loyalty drivers in higher education. Social Psychology of Education, 22, 607–627. https://doi.org/10.1007/s11218-019-09488-4
Tarozzi, M., & Mallon, B. (2019). Educating teachers towards global citizenship: A comparative study in four European countries. London Review of Education, 17(2), 2. https://doi.org/10.18546/LRE.17.2.02
Van Krieken Robson, J. (2019). Participatory pedagogy for values education in early childhood education. European Early Childhood Education Research Journal, 27(3), 420-431. DOI: https://doi.org/10.1080/1350293X.2019.1600811
Vodă, A. I., & Florea, N. (2019). Impact of Personality Traits and Entrepreneurship Education on Entrepreneurial Intentions of Business and Engineering Students. Sustainability, 11(4), 1192. https://doi.org/10.3390/su11041192
Wojciech, W., Sobczyk, W., Waldemar, L., & Pochopień, J. (2021). Future educator’s digital learning assets: global challenges of our time. Futurity Education, 1(2), 32–41. https://doi.org/10.57125/FED/2022.10.11.17
Year, A., Arbelaitz, O., Jauregui, O., & Muguerza, J. (2020). Characterization of e-Government adoption in Europe. PLoS ONE, 15(4), e0231585. https://doi.org/10.1371/journal.pone.0231585
Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (Digcompedu). European Journal of Education, 54, 356–369. https://doi.org/10.1111/ejed.12345
Devadze, A., Gechbaia, B., & Gvarishvili, N. (2022). Education of the future: an analysis of definitions (literary review). Futurity Education, 2(1), 4–12. https://doi.org/10.57125/FED/2022.10.11.19
Dijkstra, L., Poelman, H., & Rodríguez-Pose, A. (2020). The geography of EU discontent. Regional Studies, 54(6), 737-753. DOI: https://doi.org/10.1080/00343404.2019.1654603
Dollinger, M., Lodge, J., & Coates, H. (2018). Co-creation in higher education: towards a conceptual model. Journal of Marketing for Higher Education, 28(2), 210-231. https://doi.org/10.1080/08841241.2018.1466756
Fornara, F., Molinario, E., Scopelliti, M., Bonnes, M., Bonaiuto, F., Cicero, L., Admiraal, J., Beringer, A., Dedeurwaerdere, T., de Groot, W., Hiedanpää, J., Knights, P., Knippenberg, L., Ovenden, C., Polajnar Horvat, K., Popa, F., Porras-Gomez, C., Smrekar, A., Soethe, N., Vivero-Pol, J. L., Van den Born, R., & Bonaiuto, M. (2020). The extended Value-Belief-Norm theory predicts committed action for nature and biodiversity in Europe. Environmental Impact Assessment Review, 81, 106338. https://doi.org/10.1016/j.eiar.2019.106338
García, O., & Otheguy, R. (2020). Plurilingualism and translanguaging: commonalities and divergences. International Journal of Bilingual Education and Bilingualism, 23(1), 17-35. https://doi.org/10.1080/13670050.2019.1598932
Gifford, C. (2021). Finding political identities: Young people in a changing Europe. National Identities, 23(5), 582-585. DOI: https://doi.org/10.1080/14608944.2021.1949834
Hämäläinen, R., De Wever, B., Nissinen, K., & Cincinnato, S. (2019). What makes the difference – PIAAC as a resource for understanding the problem-solving skills of Europe's higher-education adults. Computers & Education, 129, 27-36. https://doi.org/10.1016/j.compedu.2018.10.013
Knight, J., & de Wit, H. (2018). Internationalization of Higher Education: Past and Future. International Higher Education, 95, 2-4. https://doi.org/10.6017/ihe.2018.95.10715
Kunst, S., Kuhn, T., & van de Werfhorst, H. G. (2020). Does education decrease Euroscepticism? A regression discontinuity design using compulsory schooling reforms in four European countries. European Union Politics, 21(1), 24–42. https://doi.org/10.1177/1465116519877972
Leal Filho, W., Raath, S., Lazzarini, B., Vargas, V. R., de Souza, L., Anholon, R., Quelhas, O. L. G., Haddad, R., Klavins, M., & Orlovic, V. L. (2019). The role of transformation in learning and education for sustainability. Journal of Cleaner Production, 199, 286-295. https://doi.org/10.1016/j.jclepro.2018.07.017
Maaranen, K., Kynäslahti, H., Byman, R., Jyrhämä, R., & Sintonen, S. (2019). Teacher education matters: Finnish teacher educators’ concerns, beliefs, and values. European Journal of Teacher Education, 42(2), 211-227. DOI: https://doi.org/10.1080/02619768.2019.1566317
Makransky, G., & Lilleholt, L. (2018). A structural equation modeling investigation of the emotional value of immersive virtual reality in education. Educational Technology Research and Development, 66, 1141–1164. https://doi.org/10.1007/s11423-018-9581-2
Pisoni, G. (2019). Strategies for Pan-European Implementation of Blended Learning for Innovation and Entrepreneurship (I&E) Education. Education Sciences, 9(2), 124. https://doi.org/10.3390/educsci9020124
Ramberg, J., & Watkins, A. (2020). Exploring inclusive education across Europe: some insights from the European Agency Statistics on Inclusive Education. FIRE: Forum for International Research in Education, 6(1). https://doi.org/10.32865/fire202061172
Saloviita, T. (2020). Attitudes of Teachers Towards Inclusive Education in Finland. Scandinavian Journal of Educational Research, 64(2), 270-282. DOI: https://doi.org/10.1080/00313831.2018.1541819
Sherman, M., Puhovskiy, E., Kambalova, Y., & Kdyrova, I. (2022). The future of distance education in war or the education of the future (the Ukrainian case study). Futurity Education, 2(3), 13–22. https://doi.org/10.57125/FED/2022.10.11.30
Snijders, I., Wijnia, L., Rikers, R. M. J. P., & Loyens, S. M. M. (2019). Alumni loyalty drivers in higher education. Social Psychology of Education, 22, 607–627. https://doi.org/10.1007/s11218-019-09488-4
Tarozzi, M., & Mallon, B. (2019). Educating teachers towards global citizenship: A comparative study in four European countries. London Review of Education, 17(2), 2. https://doi.org/10.18546/LRE.17.2.02
Van Krieken Robson, J. (2019). Participatory pedagogy for values education in early childhood education. European Early Childhood Education Research Journal, 27(3), 420-431. DOI: https://doi.org/10.1080/1350293X.2019.1600811
Vodă, A. I., & Florea, N. (2019). Impact of Personality Traits and Entrepreneurship Education on Entrepreneurial Intentions of Business and Engineering Students. Sustainability, 11(4), 1192. https://doi.org/10.3390/su11041192
Wojciech, W., Sobczyk, W., Waldemar, L., & Pochopień, J. (2021). Future educator’s digital learning assets: global challenges of our time. Futurity Education, 1(2), 32–41. https://doi.org/10.57125/FED/2022.10.11.17
Year, A., Arbelaitz, O., Jauregui, O., & Muguerza, J. (2020). Characterization of e-Government adoption in Europe. PLoS ONE, 15(4), e0231585. https://doi.org/10.1371/journal.pone.0231585
Published
2022-11-30
How to Cite
Ridei, N., KhodunovаV., Voronova, G., Tsymbal, S., & Bondar, N. (2022). A social and philosophical analysis of the values of European education. Amazonia Investiga, 11(58), 194-201. https://doi.org/10.34069/AI/2022.58.10.21
Issue
Section
Articles
.gif)
