An Idea of the Education: the Structure and Content in the Context of the Philosophical Bases Changing

Introduction. Postnonclassical changes in modern education do not have a systemic character, therefore they do not entail qualitative changes in educational practice, that actualizes the need of searching for their system organizing principle. The article considers the idea of education in this capacity.

Materials and Methods. In the process of scientific research, the theoretical research methods have been used such as comparative analysis, generalization, interpretation, scientific theorization in the context of the ideas of post-non-classical science and on its methodological basis.

Results. The novelty of the proposed interpretation of the idea of education lies in the definition of its two structural components – fundamental and derivative (unchangeable and changeable) ones. It is shown that the content of the fundamental component is formed by logical and semantic constants as attributive properties of the basic method of human interaction with the world, which transmitting is being the deep meaning of education, providing self-identity of the idea of education in the flow of cultural and historical time. In the process of building a model and system of education, this method is acting as the initial object of modeling. Its attributive properties - logical-semantic constants - being the content of the fundamental component of the idea of education, like semantic genes, determine the structure, form and properties of each element of the education system. From this perspective, the article examines the two models of education: a traditional one in its original and current state and a new model of education, which is being developed on the post-non-classical foundations.

Discussion and Conclusions. The interpretation of the idea of education proposed in the article makes it possible to present a traditional model and a new model of education from the ancestor source – the fundamental component of the idea of education as their «genetically» initial part. This perspective of understanding allows us to consider the elements and phenomena of education holistically and in the perspective of their development, serves as a reliable basis for assessing their educational efficiency.

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