Contemporary philosophy of education: trends, tensions, and the Russian context

Introduction. The research problem arises from the systemic challenges involved in implementing educational reforms in Russia, a central issue being the difficulty of operationalising theoretical knowledge into specific pedagogical principles and technologies. The uncritical application of imported philosophical and educational concepts, which have not undergone a process of cultural-historical adaptation, leads to eclecticism and contradictions within contemporary educational strategies. Aim. The present research aimed to undertake a critical analysis and systematic representation of contemporary Western concepts in the philosophy of education, followed by an evaluation of their heuristic and transformative potential for the strategic development of the Russian educational system. Methodology and research methods. The research methodology, methods, and techniques are based on comparative analysis, theoretical reconstruction, and the hermeneutic interpretation of key texts within the philosophical paradigms under consideration. Results. The comparative analysis conducted enabled the identification of invariant system-forming features within the structure of the philosophical and pedagogical concepts examined (pragmatism, analytical philosophy of education, existentialism, postmodernism, and social constructivism). Among these features, particular emphasis should be placed on the assertion of fundamental axiological and ethical relativism as a core methodological principle; the predominance of instrumental and procedural approaches to educational activity over content-knowledge paradigms; and a focus on the critical deconstruction of traditional institutional forms, epistemological foundations, and canonical educational meta-narratives. Scientific novelty. The scientific novelty of this study lies in the implementation of a holistic, systematised reconstruction of the worldview and methodological foundations of dominant philosophical and educational paradigms, as well as in demonstrating the fundamental value dissonance between these paradigms and the anthropological and cultural-historical foundations of the Russian educational tradition. Practical significance. The practical significance of this research resides in providing a scientific basis for the necessity of moving beyond a passive approach to adopting educational models. The findings advocate for the active development of indigenous theoretical models, grounded in a comprehensive reflection of contemporary socio-cultural processes and the traditional value constants inherent in the Russian educational context. 

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