THE WORLDVIEW POTENTIAL OF NOOHUMANISTIC EDUCATION

Abstract

In this article, the author makes an attempt to analyze the possibilities of noohumanism as an educational project to form a worldview of students using methodological potential of the modern philosophy of education. At the same time, the author makes an attempt to give a definition of conceptual and categorical apparatus of philosophical discourse of noohumanistic education studies (noohumanistic worldview, noohumanistic worldview culture, noohumanistic thinking, noohumanistic pedagogy, noohumanistic consciousness, noohumanism-oriented personality, noohumanism-oriented educational environment). According to importance of studying educational strategies (implementing the idea of socio-natural agreement) potential in response to the challenges of modernity, the connection between the noohumanistic approaches with ideas of humanism and the theory of the noosphere was analyzed. The problem of education noohumanization is reinforced by globalization and gets the particular importance in an ever-increasing trend towards the democratization of modern society, which is accompanied by a transformation of the status of the individual characteristics. The author shows that noohumanism is focused on the formation of worldview where the individual is aware of himself reasonably constructive part of the cosmos, seeking to realize themselves in an adequate semantic coordinates. The noohuman istic pedagogy contains the “noospherical” and “humanistic” components. The noospheric fundament is based on the noospheric-anthropoligical approaches. The noohumanism plays the role of modulator (sensual “connector”) between the noosphere doctrine and well as humanistic one. The noohumanistic pedagogy is a noospheric branch line of humanistic pedagogy.