On the measure of human dimensionality of education

Abstract

Introduction. The human dimension of education as a problem has been relevant for more than one decade, which has objective grounds, in the article it is considered in the context of processes defined by the concept of anthropological transition. The purpose of the study is to raise the question of the measure of human dimension of education and to show the conditioning of the education system by this measure.

Materials and methods. In the process of scientific research, comparative and socio-cultural methods, interpretation, analysis, scientific theorizing were used.

Results. The novelty of the study consists in specifying the measure of human dimension of education, which is considered as an anthropotype, a definition of this concept is given. At the current stage of development of society, two anthropotypes are relevant: a mass person and a person of tradition, the interdependence of anthropotypes and processes of anthropological transition is shown, these are two different paths of development of society (technogenic and post-technogenic) and the corresponding strategies for the development of education. The article examines the parameters of anthropotypes: long-term coherence of historical thinking and joint thinking (traditional man), fragmentary thinking and constructive-projective attitude to reality and man (mass man). Two methodological principles of human-dimensionality of education are identified: unity of the universal and unique in man (measure of human-dimensionality – traditional man), and personalization (measure of human-dimensionality – mass man).

Discussion and conclusions. The modern education system is shown to be conditioned by the mass man anthropotype; education reform is carried out in line with the technogenic path of society development. The post-technogenic path of development will require a different measure of human-dimensionality of education – the traditional man anthropotype.