Objectives Of Modern Russian Education: Philosophical And Axiological Aspects[Ориентиры Современного Российского Образования: Философско-Аксиологический Ракурс]

Introduction. The sphere of education has repeatedly been the focus of political elite’s attention in Russia. In various historical epochs, the value-based arguments for the reforms were social peace, strengthening of Orthodox culture, overthrow of the ruling class and education of the builders of communism. Since the 1990s Russian education began to focus on the Western model, which was reflected in the structure of the educational process, the content of disciplines, the change of priorities in educational activities. The modern educational project “Education 2030” is focused on reforming the education system in various directions and involves the elimination of traditional institutions, changing the status of educational process subjects, reforming the educational process. The new project has already become the subject of close attention in social and humanitarian researches. Despite this, the valuebased arguments for a large-scale reform are still not clear. The aim of the paper is to identify the axiological arguments for the “Education 2030” project. Methods. The value-based arguments are identified with the help of philosophical, axiological and anthropological approaches, analytical method and explication (conceptualization of trends and value orientations). Scientific novelty of the study. In most social and humanitarian studies on the “Education 2030” project the latter is considered in a socio-philosophical, sociological and politological contexts. The axiological aspect of the education reform has not actually been studied. Results. The article reveals the content of electronization and product orientation as megatrends of modern education, corresponding to the meaning of the educational project. The first trend is expressed primarily in the “wikification” and introduction of modern technical teaching aids, creation of electronic educational platforms. The authors of the project predict introducing personal "diamond ABC books" - artificial intelligence systems. The second trend is expressed in the orientation towards a specific (as a rule, commercialized) result of educational activity. This trend is supported by the project-based learning, which initially appeared in the West. The indicated trends reformat the traditional education system and therefore they should be the subject of humanitarian expertise. The educational project has no strictly defined value-based foundations. The authors of the project claim that the highest value is the personality in its uniqueness and unity of independence as the main personal quality and ability to make a conscious and responsible choice. At the same time, it is stated that forming professional communities is a priority within the framework of the new educational paradigm. The contradiction between individualistic and collectivist values is a fundamental axiological contradiction that has not been resolved by the authors of the project. Conclusions. With the help of the philosophical-axiological approach the following principal contradictions were identified: the contradiction between the principles of individualism and collectivism, between social and individual trajectories, perspective and unpromising educational routes, unconditional and conditional value of the individual. The last of the contradictions should be the subject of special attention in the light of the declared priority of human rights and freedoms.