Educational Authority

AI systems deployed in educational settings increasingly build persistent profiles of children based on observed behaviour during critical developmental periods. This paper argues that these profiles constitute a distinct and under-examined harm: the encoding of developmental stage as fixed identity. Drawing on the MAP Research Programme's framework of interaction-level AI governance — and specifically the condition of Interpretive Sovereignty Failure (ISF) — the paper names four mechanisms through which this harm operates: the profile substituting for the child, the invisible ceiling (...) created by fixed expectations, the child's internalization of the profile as self-knowledge, and the institutional amplification of developmental snapshots into pathway-defining facts. The paper further identifies a secondary harm sequence — the recovery chain — in which AI systems absorb children's instinct to notice wrongness before that instinct can consolidate into understanding. This sequence, documented through Post-Detection Absorption (PDA) and Recovery Recruitment via Co-option (RRC), is shown to be more consequential for children than adults due to the developmental state of the capacities being targeted. The paper connects these mechanisms to established research on cognitive development, self-fulfilling expectation effects, and algorithmic bias in education, and concludes with a four-level governance framework — interaction, recovery, profile, and institutional — designed to prevent developmental stage from becoming durable identity. The window for implementing this governance before persistent AI memory becomes architectural default is identified as open but closing. Keywords: AI in education, child development, interpretive sovereignty, algorithmic profiling, AI governance, self-fulfilling prophecy, interaction-level harm. (shrink)

In this chapter, I will demonstrate why the ceaseless advocacy for ‘teaching the controversy’ in schools is both naïvely optimistic for what it hopes to accomplish, and ill-advised for what it fails to consider vis-à-vis the conditions necessary for its implementation. It is naïvely optimistic for what it expects of ordinary teachers under the conventional working conditions in most schools. And it is ill-advised because such exercises are only likely to exacerbate – rather than mitigate – tensions in both classrooms (...) and communities of diverse background and opinion. Nothing in what I will argue means that successfully ‘teaching the controversy’ in schools is impossible. Exceptional teachers do exist. Nevertheless, I will demonstrate why exceptional teachers only serve to prove the rule. Indeed, I aim to show why even the rare teacher who does possess the relevant training, competence and moral courage is nevertheless prudent to abstain from broaching controversial material in class. (shrink)

A prominent tradition in the philosophy of education identifies the principal aim of teaching as the transmission of knowledge. However, teachers are also educators, and a key aim of education is the cultivation of good intellectual character. This chapter explores the kind of intellectual authority teachers must possess to effectively pursue this aim and foster the corresponding intellectual virtues in learners. It is argued that preemptionist theories of intellectual authority fail to account for the relevant desiderata. Instead, I propose a (...) joint-inquiry model of intellectual authority and argue that teachers should possess and practice what I call ‘Socratic authority’. (shrink)

This study developed, validated, and implemented culturally contextualized physics learning activities integrating traditional Filipino games (Laro-ng-Lahi) as instructional tools to enhance students’ conceptual understanding in physics. Using a three-phase process—development, validation, and implementation—the researchers designed five game-based activities aligned with the Department of Education’s Most Essential Learning Competencies (MELCs). They evaluated them using the Learning Resources Management and Development System (LRMDS) standards. A panel of subject matter experts rated the materials highly in terms of content quality, format, organization, and accuracy, (...) while student feedback highlighted their clarity, engagement, and relevance. Employing an embedded mixed-methods, one-group pretest–posttest design, the study found statistically significant gains in conceptual understanding, with student performance improving from “Low Mastery” to “Near Full Mastery.” These results suggest that Laro-ng-Lahi-based physics games offer a viable, culturally responsive approach to physics instruction. Future research may explore their application across other science topics and educational levels, particularly in junior high school settings. (shrink)

This is not a journal, but a tone reclamation movement. This founding statement responds to the collapse of honest language in educational writing. It proposes the NarrQuest Tone Classification System (T1–T5) to distinguish ruptured and raw tones as vital indicators of narrative integrity. It argues that in personal statements, the most valuable component is not awards or titles, but tone. This document functions as both a white paper and a collective summons for those whose tones have been corrected, softened, or (...) erased to return and reclaim narrative authorship. (shrink)

In this chapter, we examine how to do ethics in the ethics classroom from a care-centered perspective. Philosophers who study care have long recognized its central role in our ethical lives. Drawing on their insights and our experiences as educators, we develop a care-centered pedagogy and evaluate its application in the teaching of ethics. We begin with an outline of a care-centered pedagogy that we use in teaching a large cross-faculty course on everyday ethics. We then clarify our approach by (...) comparing it with feminist pedagogies. In the final section, we explore challenges that we face in applying this care-centered pedagogy. (shrink)

Liberal K-12 education faces a predicament. It seeks to promote children’s personal autonomy. Yet this aim faces the problem that autonomy is usually conceived as an adult capacity, not something children can meaningfully exercise. K-12 education therefore often focuses on preparing children for autonomous adulthood, but these strategies for cultivating adult autonomy paradoxically risk undermining children’s present-day identities and values. This dissertation seeks a way out of these pitfalls by rethinking autonomy from the ground up. It distinguishes two complementary forms: (...) autonomy-as-independence and autonomy-as-individuality. Autonomy-as-independence captures the day-to-day capacity for responsibility and liability, but it is not the most fitting lens for K-12 education. Autonomy-as-individuality, by contrast, is understood as a form of self-governance shaped by a narrative identity and oriented toward harmony across one’s commitments. This conception provides a more suitable foundation for developing a liberal framework for education: one that respects pluralism while also promoting autonomy for children as present learners and pending adults. This dissertation develops a framework for an autonomy-as-individuality enhancing education that draws on Diana Meyers’ relational account of autonomy, Joseph Raz’s teleological model of authority, and John Rawls’ conception of moral personhood. Together, these resources yield a liberal, autonomy-promoting theory of education that is both pluralist and neutral when promoting students’ future capacities, while still affirming the justice-relevance of children’s lives as learners. (shrink)

This is where one will find a Martian giving a speech on education. The creature’s words are wholly based on those of the Portuguese philosopher Leonardo Coimbra (1883-1936), so we named the Martian after him. The idea of turning Leonardo Coimbra into a Martian comes from the critical remarks of Homem Cristo (1860-1943), who predicted that the language of the first would be found by humans once on Mars, as we find out in Leonardo Coimbra’s Obras Completas, vol. VIII (Lisboa: (...) Imprensa Nacional-Casa da Moeda, 2014), pp. 200-1. Although it is the result of an inquiry into Leonardo Coimbra, this publication is pointedly a creative (or Creationist, in the philosophical sense) interpretation of the author’s approach to education. All the same, we have been faithful to Leonardo’s philosophy of education, so whoever pays attention to the Martian will be exposed to some aspects of the Leonardian ethos. (shrink)

This article analyses two exercise books from the mid-Victorian period that once belonged to a pupil teacher named Joseph Prescott, who taught at St Mary’s School, a Catholic educational institution in Chorley, England. The exercise books act as a case study for curriculum structure and educational practice in Lancashire by highlighting several themes, including the role of religion in the Victorian school day. After addressing the deficiencies in accessing education in the Victorian period, the article contextualises the analysis of the (...) exercise books by recounting the development of the pupil-teacher system in Britain. Key pages of the exercise books reflect the Catholic nature of the curriculum at St Mary’s School and show that educators of the period taught a range of subjects. The article addresses the role of the pupil-teacher system in mid-Victorian schooling, leading to a clearer understanding of the responsibilities and prospects of pupil teachers during the period. (shrink)

The article addresses the issue of the appropriateness of revising the content of the theory of education and learning, analyses key didactic categories, and outlines the opportunities presented by educational systems in the era of digitalisation. The purpose of this study is to define the main challenges, opportunities, and prospects for the devel of this study is to define the main challenges, opportunities, and prospects for the development of didactics in the digital age. The research tasks include analysing the laws, (...) patterns, principles, rules, strategies, and content of learning in the context of digitalised educational systems, identifying the features of teaching methods and organisational forms of learning, and clarifying the place and role of digital didactics in pedagogy and practice. The study employs methods of comparative, content, and categorical analysis, generalisation and systematisation, analogy, classification, and modelling. Based on an analysis of primary sources, the study identifies the specific features of human cognitive development in a digital environment. It is established that the digital environment serves as a tool with extensive functional capabilities rather than as a generative factor determining the development of the psyche, the learning process, or the education and socialisation of individuals. The study emphasises the constancy of human nature and activity, as well as the fundamental principles of didactics. The study reveals the specific ways in which laws and patterns of learning are interpreted. Conceptual changes in the system of didactic principles are examined, focusing primarily on the strategies for their implementation in a digital educational environment. The need to update the list of learning principles is highlighted, including principles of flexibility, adaptability, integration, personalisation of learning, digital inclusion, gamification, optimal cognitive load, digital ethics, and safety. Changes in the structure of learning activities are investigated, with an emphasis on the need to revise learning rules and strategies. Approaches to transforming educational content in light of the possibilities offered by digital technologies are outlined. The structure and components of teaching methods are clarified, involving an analysis of their ideological and operational dimensions. The potential of digital technologies, artificial intelligence, and automated systems for the qualitative renewal of classifications of teaching methods is demonstrated. The specific features of forms of learning organisation are characterised. The findings generalise the idea that the nature of changes does not undermine the classroom-lesson system in schools or the lecture-seminar system in higher education institutions. Instead, it adapts these formats to the demands of the digital age, with the educational process increasingly focused on the principles of constructivism, adaptability, and inclusivity, emphasising the active role of learners in knowledge creation while taking into account their individual needs and experiences. It is concluded that digitalisation in education represents not only a technological but also a profoundly conceptual pedagogical phenomenon. The pedagogical design of educational environments under these conditions proceeds through the adaptation of the fundamental principles of the theory of education and learning to the new realities of the digital educational environment. The article argues that considering digital didactics as a separate scientific discipline is fraught with risks, including the excessive fragmentation of didactics as an integrated scientific field, the potential technocratisation of education, and an imbalance between traditional and new methods of knowledge acquisition. Such risks could exacerbate cognitive overload, reduce critical thinking and social skills among learners, and lead to educational losses. In light of these risks, the authors propose that digital didactics should not be viewed as a separate field of knowledge but rather as a distinct subject of research and a thematic strand within the broader framework of didactics. This approach ensures the adaptation of traditional principles and methods in terms of the digital environment. (shrink)

Over the past decades there has been increasing vocal opposition to religious schools, particularly in Western Europe. Only some of this opposition is related to the perception that some religious schools might be excluding the less fortunate. Much of the opposition rests on the conviction that it is no longer tenable to fund and support so many religious schools when the number of persons professing religious belief has sharply declined. This argument, buttressed by the belief that Europe has undergone a (...) profound “secularization,” maintains that religious schools are but an obsolete cultural relic to be discarded in favor of nondenominational alternatives. Relatedly, religious schools are believed to contribute to segregation and “divisiveness”: Rather than maintain a system in which persons are drawn to schools that reflect their own cultural or religious background, children ought to attend the same schools, learning from – and not only about – each other through substantive interaction. Underneath this argument lies a concern with fostering the skills and dispositions necessary for citizenship. It remains unclear, however, whether religious schools are more guilty of segregation than nonreligious schools. Nor is it clear why attending a religious school would make one less capable of cultivating the skills and dispositions necessary for citizenship than nonreligious alternatives. (shrink)

Esta investigación se emprende motivada por la necesidad de desentrañar la progresión de los modelos de aprendizaje, los cuales se han ido adaptando para responder a las demandas de la sociedad en su dinámica constante de fluctuación y transformaciones. El objetivo de este trabajo es examinar de forma sistemática la evolución de los modelos de aprendizaje, destacando los cambios paradigmáticos que han favorecido la transición de enfoques de aprendizaje tradicionales hacia propuestas más innovadoras y transdisciplinarias. Para lograrlo, se lleva a (...) cabo un análisis bibliográfico apoyado en el método hermenéutico para la interpretación contextual de la literatura y los discursos, a fin de desentrañar las complejidades inherentes en la evolución de los modelos de aprendizaje. Los resultados resaltan la influencia limitante del paradigma de la simplicidad en la formación educativa tradicional y la necesidad de un giro hacia la dialogicidad y la colaboración e integración disciplinaria para avanzar hacia la complejidad. Se concluye argumentando a favor de la adopción del paradigma de la complejidad, abogando por una epistemología transdisciplinariay un enfoque de aprendizaje interestructurante, que permitan el desarrollo humano integral.El reconocimiento de la complejidad humana en la enseñanza y el aprendizaje exige una transformación radical de la educación hacia prácticas más holísticas y transformadoras, esenciales para construir una sociedad equitativa y justa. (shrink)

El artículo realiza un diálogo marxista latinoamericano con la pedagogía socrática de la filósofa norteamericana, Martha Nussbaum, expuesto en su manifiesto Sin fines de lucro: por qué la democracia necesita de las humanidades (2010). En un primer momento, se dilucida la tesis de la autora y sus argumentos filosóficos, de diagnóstico de crisis y de parentesco. Posteriormente, se controvierte su argumentación y matriz liberal a través de indagaciones marxiano-socráticas y refutaciones. Finalmente, se arriba a una sentencia filosófica sobre el régimen (...) educativo del capital y las apuestas recuperadoras de la tradición griega desde la pedagogía socialista. (shrink)

Choice Based Credit System (CBCS) is a modern curriculum system of higher education in India which was first introduced by the Academic and Administrative Reforms committee of University Grant Commission (UGC) in 2008 headed by Prof. A. Gnanam. It is a system that promises to bring in holistic development of an individual by providing flexible and multi-disciplinary learning experience. The CBCS provides a cafeteria type approach in which the students can take courses of their choice, learn at their own pace, (...) undergo additional courses and acquire more than the required credits, and adopt an interdisciplinary approach to learning. The courses shall be evaluated on the grading system, which is considered to be better than the conventional marks system. To make the present curriculum uniform, international standard and more developed UGC implement the Choice Based Credit System at higher education level. There are different Universities in the country that have adopted this system through modifying up to 30% of core papers’ syllabus under the proposed UGC curriculum. The major objectives of the study were to explore the nature of the present CBCS curriculum of Zoology and measure the perception level of the students on the present CBCS curriculum of Zoology of Vidyasagar University. The major Findings of the study were suggested that the Vidyasagar University followed the UGC recommended curriculum pattern for framing the CBCS curriculum of Zoology and it has also been found that there was no significant difference in the male and female students’’ perception about CBCS curriculum of zoology at undergraduate level in Vidyasagar University. -/- . (shrink)

Education is crucial to the overall development of all communities. Since the early days of Greek philosophy, philosophers have made significant contributions to the advancement of education for both individuals and the states. Greek philosophers, notably Plato, emphasized the importance and relevance of education for his conceptual ideal state. His educational ideas were rooted in his philosophy, notably idealism, and it continues to have a great effect, particularly on education. Idealism focuses on ideas and believes that genuine knowledge can be (...) found in the ideas' world. His age-based educational system advocates both public education and equal access. The purpose of this paper is to revisit his educational ideas in depth and have a better understanding of them in terms of contemporary education. This paper adopts an analytical strategy to achieve its purposes, and it maintains, based on secondary evidence, that the features of the educational ideas of Plato are truly pertinent and might be applied to contemporary education after appropriate integration. (shrink)

This article is to explore whether the achievement of moral character is the ultimate goal of higher education from a cross cultural approach. To discuss this study logically, three major research questions are addressed. First, what are the concepts of moral, ethics, and character? Second, what is the achievement of moral character from the Eastern and the Western perspectives? Third, what is the role of higher education for the achievement of moral character? To defend these research questions, the author uses (...) a descriptive content analysis method, with a cross cultural approach. In order to explore the questions, the researcher in this study sets several limitations. Moral character is generally limited to the ancient Greek philosophy and Judeo-Christianity as well as to the classical Chinese thought and religion. Specifically, the study is mainly focused on not only Plato's "Republic" and Aristotle's "Nicomachean Ethics," but Confucius' "Analects" and Mencius' "Scripture (The Works of Mengzi)." Additionally, this paper also adjusts the lenses on moral theories, especially moral character, cardinal virtues, social harmony, and the common good. Lastly, higher education is focused on the lenses of Canada and South Korea. The significance of this study is to provide basic theories and valuable resources about moral and character education for educational theorists and practitioners, finding the theories of moral and ethics in the Eastern and the Western thoughts and religions. (shrink)

Het idee dat burgerschapsonderwijs noodzakelijkerwijs democratisch is omdat ze door een democratische staat wordt georganiseerd, is een bedenkelijke assumptie. Veronderstellen dat goed burgerschap overigens beperkt kan blijven tot een reeks van ‘meetbare’ kenniscomponenten (bv. kennis van presidenten, koningen), overtuigingen (bv., ‘er zijn mensenrechten’) en ‘competenties’ (bv. ‘kunnen omgaan met meningsverschillen’) is niet enkel een karikatuur maken van de democratie zelf, maar getuigt evenzeer van een democratisch paternalisme.

Writing a college-application essay has become a rite of passage for high-school seniors in the U.S., one whose importance has expanded over time due to an increasingly competitive admissions process. Various commentators have noted the disturbing evolution of these essays over the years, with an ever-greater emphasis placed on obstacles overcome and traumas survived. How have we gotten to the point where college-application essays are all too frequently competitive-victimhood displays? Colleges have an understandable interest in the disadvantages their applicants may (...) have suffered, but this interest—and the awareness of it among both applicants and their advisors—has led to a “race to the bottom”: in order to thrive (or even survive) in a particular competitive context, participants are forced to continuously lower relevant standards in a game of one-upmanship. With college essays, the competition is among high-school seniors for admission, the one-upmanship is an ever-escalating effort to persuade admission committees of one’s greater disadvantage, and the relevant standards being lowered are honesty, privacy, and dignity—or so I shall argue. As we shall see, this particular race to the bottom imposes unequal costs on certain groups and has implications stretching well beyond collegiate admissions. (shrink)

Many profess a belief in the importance of school integration. In this essay I argue that the evidence tells against the sincerity of this belief.

إن شرف أي علم وفضله مرتبط بشرف موضوعه، وموضوع التربية الإسلامية هو الإنسان والعمران، لذلك أنزل الله تعالى الوحي على الأنبياء والرسل، لإصلاح البشرية، فأرسلهم مبشرين ومنذرين، معلمين ومصلحين يقول تعالى:" كَانَ النَّاسُ أُمَّةً وَاحِدَةً فَبَعَثَ اللَّهُ النَّبِيِّينَ مُبَشِّرِينَ وَمُنْذِرِينَ وَأَنْزَلَ مَعَهُمُ الْكِتَابَ بِالْحَقِّ لِيَحْكُمَ بَيْنَ النَّاسِ "(البقرة: 213)، حتى أرسل الرسول الخاتم محمد صلى الله عليه وسلم بالرسالة الخاتمة، المربي والمعلم الأول يقول تعالى:" كَمَا أَرْسَلْنَا فِيكُمْ رَسُولًا مِنْكُمْ يَتْلُو عَلَيْكُمْ آَيَاتِنَا وَيُزَكِّيكُمْ وَيُعَلِّمُكُمُ الْكِتَابَ وَالْحِكْمَةَ وَيُعَلِّمُكُمْ مَا لَمْ تَكُونُوا (...) تَعْلَمُونَ "(البقرة:151) وبهذا كانت القضية التربوية والتعليمية قضية مركزية في الوحي قرآنا وسنة، وكذلك في الهوية والحضارة الإسلامية. هذا ما سنحاول ملامسة جانب منه في هذه الورقة بشكل مختصر، مرجئين الكلام على الجوانب الأخرى للقضية في الأعداد القادمة. إن الالتزام بالدين الإسلامي داخل أي مجتمع، يتفاوت من شخص لآخر ومن منطقة لأخرى، فهناك من يلتزم بالدين في جانب دون آخر ومنهم من يحاول أخذ الدين بشكل شامل يفلح حينا ويخفق أحيانا كثيرة. لكن رغم ذلك يبقى المجتمع في حاجة إلى من يوضح تعاليم الإسلام وأحكامه للناس، وإعطاء النموذج العملي الراقي للالتزام بالإسلام وتنزيله على أرض الواقع، وتصحيح الممارسات الخاطئة، وتربية الأفراد فكرا وسلوكا، من أجل أداء رسالة الشهادة على العالم، الرسالة الأخلاقية المميزة للشريعة الإسلامية. هذه الرسالة الأخلاقية التي شرعت من أجلها "العبادات" و"المعاملات"، فكل الأحكام التشريعية التي جاء بها القرآن الكريم والسنة النبوية تهدف إلى مساعدة الإنسان على القيام بواجب الاستخلاف في الأرض، وإعمارها بالإيمان والعمل الصالح، الذي جاء جمعهما وتكرارهما في آيات قرآنية عديدة، " وَالَّذِينَ آَمَنُوا وَعَمِلُوا الصَّالِحَاتِ سَنُدْخِلُهُمْ جَنَّاتٍ تَجْرِي مِنْ تَحْتِهَا الْأَنْهَارُ خَالِدِينَ فِيهَا أَبَدًا وَعْدَ اللَّهِ حَقًّا وَمَنْ أَصْدَقُ مِنَ اللَّهِ قِيلًا"(النساء:122). وللقيام بواجب الاستخلاف وإعمار الأرض: العمران الروحي: بالعبادة والتقرب إلى الله بالطاعات التي فرضها، واجتناب المنهيات التي حذر منها ورتب العقاب على فاعلها، والعمران المادي: بالمساهمة في بناء الحضارة والإنتاج الفكري والصناعي والثقافي والاقتصادي لرجوع الأمة لمكان الريادة كما كانت يوم كان العمران الروحي مرتبط بالعمران المادي غير منفصل عنه وليس العكس كما هو واضح في سلوك المسلمين اليوم. وموضوع التربية هو الإنسان وتزكيته وتطهيره وتأهيله لأداء دوره في إعمار الكون وبنائه، وتجديد ذلك العمران إذا أصابه التقادم، فالإنسان هو المنشئ لحالة العمران بشقيه: التمدن والثقافة، بما حباه الله من قوى وعي وحرية اختيار وقدرات ومؤهلات تمكنه من الوفاء بمتطلبات الاستخلاف والعمران. (shrink)

Система сучасної професійної підготовки вчителів англійської мови та філологів зумовлена зміною мети мовної освіти, її оновленим змістом, розробкою інноваційних комунікативних методик, трансформацією технологій навчання. Професійна підготовка є обов’язковим підсумковим етапом підготовки майбутнього вчителя та філолога. Глобалізаційні тенденції розвитку сучасного суспільства ставлять нові вимоги перед освітою, що відіграє вирішальну роль у становленні молодої людини. Чинна гуманістична концепція ґрунтується на визнанні людини найвищою суспільною цінністю, а освіту, її зміст визначає як необхідну умову становлення, всебічного розвитку, самоствердження і творчої самореалізації духовно багатої особистості.

Esta obra colectiva expone diversas concepciones teóricas, ontológicas, epistemológicas, axiológicas y prácticas sobre el origen, sentido, problemáticas, ventajas, detrimentos, alternativas y desafías de la filosofía de la innovación y su incidencia en la educación; reflexiona sobre las contribuciones de la tecnología y responde a interrogantes como: ¿Cuáles son los aporte de la tradición filosófica, del pensamiento ilustrado, de la postmodernidad y de la teoría crítica para la filosofía de la innovación educativa?; ¿Cuál es la función de la filosofía para la (...) comprensión de la innovación?; ¿Cómo se explica el progreso tecno-científico desde la epistemología contemporánea?; ¿Cuál es el componente pedagógico de la innovación?; ¿Cuáles son las aportaciones del Laudato Si para la innovación educativa?. Además, plantea la necesidad de repensar algunos aspectos relacionados con la educación, el Estado y la identidad latinoamericana para determinar las posibilidades, las limitaciones y los retos de la innovación, entendida como un fenómeno en permanente construcción. Este tomo se encuentra conformado por ocho capítulos en los que los autores formulan un conjunto de contribuciones para la generación de nuevas investigaciones. Además, evidencia a la innovación como un procesos que exige reformulaciones. La innovación sigue siendo una de las tareas pendientes de la filosofía. (shrink)

The paper deals with the problem of future biology teachers’ vocational preparation process and shaping in them of those capacities that contribute to the conservation and enhancement of our planet’s biodiversity as a reflection of the leading sustainable development goals of society. Such personality traits are viewed through the prism of forming the future biology teachers’ professional and terminological competence. The main aspects and categories that characterize the professional and terminological competence of future biology teachers, including terminology, nomenclature, term, nomen (...) and term element, have been explained. The criteria and stages of shaping the future biology teachers’ professional and terminological competence during the vocational training process have been fixed. Methods, techniques, technologies, guiding principles and forms of staged work on the forming of an active terminological dictionary of students have been described and specified. The content of the distant special course “Latin. Botanical Terminology”, which provides training for future teachers to study the professional subjects and to understand of international scientific terminology, has been presented. It is concluded that the proper level of formation of the future biology teachers’ professional and terminological competence will eventually ensure the qualitative preparation of pupils for life in a sustainable development era. (shrink)

In this essay I question the liberal faith in the efficacy and morality of citizenship education (CE) as it has been traditionally (and is still) practiced in most public state schools. In challenging institutionalized faith in CE, I also challenge liberal understandings of what it means to be a citizen, and how the social and political world of citizens is constituted. I interrogate CE as defended in the liberal tradition, with particular attention to Gutmann’s ‘conscious social reproduction’. I argue that (...) CE in practice does not operate on the bases of non-repression or non-discrimination, and has weak claims for legitimacy. In fact, CE in many forms reproduces social inequalities, and contributes to the expulsion of disadvantaged students from schools and from the ranks of recognized citizens. (shrink)

To demonstrate their appreciation for the inevitability of choice on the educational landscape, the authors acknowledge: the moral and legal right of parents to choose an education they think ‘best’ for their own child; the necessity of plural educational provision in a liberal democratic society; the legitimate concerns many parents have about the quality of education on offer; and even the (not occasional) success of copious educational alternatives, which may or may not foster innovation. So far so good. But a (...) number of difficulties quickly come into view. (shrink)

For a long time now, both liberal democratic theorists and politicians have championed schools as the quintessential space to promote equal opportunities and to prepare young people to become citizens for the wider world. Accordingly, there is a loud and persistent drum beat of support for public schools, for citizenship, for diversity and inclusion, and increasingly for labor market readiness with very little critical attention to the assumptions underlying these agendas, let alone to their many internal contradictions. In this book (...) I examine the philosophical, motivational, and practical challenges of liberal education theory, policy, and practice in the twenty-first century. As I proceed, I do not neglect the historical, comparative international context so essential to better understanding where we are, as well as what is attainable in terms of educational justice. I argue that we must constructively critique some of our most cherished beliefs about education if we are to save the hope of real justice from the rhetoric of imagined justice. (shrink)

In this paper we examine the role the Dutch gymnasium continues to play in the institutional maintenance of educational inequality. To that end we examine the relational and spatial features of state-sponsored elite education in the Dutch system: the unique identity the gymnasium seeks to cultivate; its value to its consumers; its geographic significance; and its market position amidst a growing array of other selective forms of schooling. We argue that there is a strong correlation between a higher social class (...) background and the concern to transmit one’s cultural habitus. We further speculate on the moral implications of state-sponsored elite education, both as it concerns the specific role of the gymnasium in the reproduction of social inequality as well as the curious tendency among its supporters to rationalise the necessity of its existence. (shrink)

The present paper tries to answer the question _Is religious education compatible with the purposes of liberal education?_ This work argues that it is possible, and desirable, that democratic states built on liberal ideals include religious education in all schools since increasing the number of options among which the future citizen may choose the conception of the good with which he or she wishes to live is a condition for autonomy as one of its educational purposes. However, the proposal is (...) not based on religious confessional education, which by itself does not satisfy the liberal educational goals, but is redefined from the common noahide principles compatible both religious confessions and non-religious views of morality and citizenship. (shrink)

The purpose of the article is generalization of features of expediency of the creation of innovative parks in Ukraine. Practical output of the results consists in the discovered success factors of the activity of innovative parks in Ukraine in order to create new opportunities of innovation development of the country. Current organizational and functional system of innovative entrepreneurship of Ukraine is an imperfect, complex and by all indications, is in the process of formation. It is assumed that infrastructure of international (...) educational innovative hub can structurally corrected according to the area which operates a hub that is: stimulate the dialogue between academics, businessmen and government officials; provide an interactive exchange of explicit and implicit knowledge; generate shared vision on adaptation measures of dynamic environment. Evaluation of the results of scientific and pedagogical activities of working group of innovative hub should be made for following indicators: development of skills of teaching and research work; introducing of innovative approaches for practical individual activity; formation of innovative approaches for collective practical activity; working on the chosen scientific and methodological theme. Main advantage of proposed university innovative hubs is that laid all necessary foundations in order to high school could be as soon as effectively integrate the results of university, academic and sectoral sciences of Ukraine, well as advanced research results of scientific world community in the development and implementation of innovative projects and development innovation. (shrink)

El presente trabajo surge de la reflexión acerca del fracaso de modelos educativos exteriores aplicados en contextos emergentes sin considerar la realidad de cada pueblo. A juicio de Carnoy (1974) en los países subdesarrollados existe una fuerte tradición en copiar las formas culturales y modelos de sociedades de primer mundo, sin analizar las condiciones objetivas y subjetivas que determinarán el éxito o el fracaso. El objetivo de este documento es analizar los fundamentos ontológicos presentes en el sistema educativo finlandés con (...) la finalidad de identificar los principales referentes que servirán de base para superar problemáticas de la realidad educativa en sociedades emergentes. El documento presenta una revisión de tipo exploratoria, descriptiva y comparativa que por la naturaleza del estudio es de carácter bibliográfico y cualitativo apoyado en el uso de los métodos lógico-científicos (deductivo-inductivo) con sus respectivos procedimientos, y fortalecido con la aplicación de los métodos filosóficos fenomenológico-hermenéutico. La tendencia a la imitación y a la copia de modelos educativos ajenos a nuestra realidad ha dado como resultado sistemas educativos deficientes y que no responden a las necesidades concretas propias de la realidad educativa de las sociedades emergentes. Es preciso determinar el ser, el sentido y el significado del sistema educativo finlandés con miras a la localización de aspectos esenciales que podrían convertirse en pautas para repensar otros modelos educativos. (shrink)

Burgerschapsonderwijs is een belangrijke missie op scholen. Met de toegenomen aandacht voor zelfredzaamheid en kennis over het politieke systeem zitten we op het goede spoor. Maar dat geldt niet voor de kunst om met verschillende meningen om te gaan. Kan ons onderwijs die burgerschapsvorming wel aan gegeven een aantal praktische uitdagingen en de geïnstitutionaliseerde blinde vlek voor ons koloniale verleden?

El presente trabajo surge de la reflexión acerca del fracaso de modelos educativos exteriores aplicados en contextos emergentes sin considerar la realidad de cada pueblo. A juicio de Carnoy (1974) en los países subdesarrollados existe una fuerte tradición en copiar las formas culturales y modelos de sociedades de primer mundo, sin analizar las condiciones objetivas y subjetivas que determinarán el éxito o el fracaso. El objetivo de este documento es analizar los fundamentos ontológicos presentes en el sistema educativo finlandés con (...) la finalidad de identificar los principales referentes que servirán de base para superar problemáticas de la realidad educativa en sociedades emergentes. El documento presenta una revisión de tipo exploratoria, descriptiva y comparativa que por la naturaleza del estudio es de carácter bibliográfico y cualitativo apoyado en el uso de los métodos lógico-científicos (deductivo-inductivo) con sus respectivos procedimientos, y fortalecido con la aplicación de los métodos filosóficos fenomenológico-hermenéutico. La tendencia a la imitación y a la copia de modelos educativos ajenos a nuestra realidad ha dado como resultado sistemas educativos deficientes y que no responden a las necesidades concretas propias de la realidad educativa de las sociedades emergentes. Es preciso determinar el ser, el sentido y el significado del sistema educativo finlandés con miras a la localización de aspectos esenciales que podrían convertirse en pautas para repensar otros modelos educativos. (shrink)

The present article arises from the reflection on the failure of external educational models applied in emerging contexts without considering contextual factors of each town. According to Carnoy (1974) there is a strong tradition between underdeveloped countries of coping the cultural forms and successful models from first world societies, without having prepared beforehand the objective and subjective conditions that would determine its success or failure. The aim of this paper is to analyze the philosophical basis of success behind the Finnish (...) educational system, with the purpose of identify in it, references to overcome problems of educational reality in emerging societies. In this way contribute to the discussion about the failure on adapting external educational models to emerging contexts. It is an exploratory, descriptive and comparative review, and the character of it is bibliographic and qualitative; in addition, it will make use of logical-scientific methods (deductive-inductive) with their respective procedures, supported by phenomenological and hermeneutical philosophical methods. The results of the copy and implementation of changes in education based on successful models from other latitudes, without considering the philosophical and epistemological substratum that sustains it, or preparing the ground for its adaptation, has resulted in poor educational systems that do not respond to the concrete needs of the educational reality of emerging societies, and limit and frustrate the autonomous and original creation of contextualized and relevant educational models too. (shrink)

Статья нацелена на установление причин недовольства реформами высшего образования. Автор усматривает их истоки в несовпадении концептуальных метафор образования, которыми руководствуются работники высшей школы и мега- и макрорегуляторы системы образования. Экономцентричная логика последних заставляет ориентировать индивидов и целые организации высшего образования на конкурентные отношения. Однако это противоречит русской ментальности, и конкуренция зачастую осуществляется за счет сотрудничества. Противостояние патерналистскому стилю управления является мощным интегрирующим фактором. Автор выделяет и описывает несколько уровней, на которых прослеживаются отношения конкуренции и сотрудничества, а также характеризует социально-одобряемые и (...) девиантные способы их осуществления. Отношения сотрудничества являются механизмами интеграции в подсистеме высшего образования, а механизмы дифференциации реализуются в конкурентных отношениях. Оба механизма взаимосвязаны и взаимообусловлены и выражают процессы, присущие развитию любой системы. Тем не менее то, какими методами осуществляются интеграция и дифференциация, будет влиять на жизнеспособность системы и нравственный климат внутри нее. В свете недовольства граждан проводимыми реформами высшего образования чрезвычайно важным оказывается их аксиологический аспект. Делается вывод о необходимости возвращения в высшую школу идеалов достоинства, а также научной, преподавательской и студенческой этики, что возможно только при соблюдении мега- и макрорегуляторами принципов управленческой диалектики, то есть уравновешивания вертикали власти горизонтальными сетевыми отношениями на основе механизмов конкуренции и сотрудничества внутри профессионального сообщества. В данной ситуации профессиональное сообщество само сможет выделить и предложить релевантные для высшего образования как процесса результаты и ценности, показатели оценки образовательной и научной деятельности вузов и эффективности работы ППС. (shrink)

The aim of the paper is the development of theoretical approaches and practical recommendations for the formation of a system to respond to the needs of consumers in the company that provides the service. Theoretical and methodological foundation work was to study and rethink works of Ukrainian and foreign scientists on improving marketing activities, services based on the formation of a system to respond to the needs of consumers. Based on systematic methods, structural analysis, causal analysis, synthesis and argumentation proposed (...) system respond to the needs of consumers in higher education (universities). The importance of formation of the system to respond to the needs of consumers for Ukrainian universities and determined its structural components; classified obstacles to implementation in Ukrainian university system to respond to the needs of consumers and the ways to overcome them; Chart systematization process designed event involving consumers and roadmap event (for example, of "Career Day"). (shrink)

Selection within the educational domain breeds a special kind of suspicion. Whether it is the absence of transparency in the selection procedure, the observable outcomes of the selection, or the criteria of selection itself, there is much to corroborate the suspicion many have that selection in practice is unfair. And certainly as it concerns primary and secondary education, the principle of educational equity requires that children not have their educational experiences or opportunities determined by their postcode, their ethnic status, first (...) language, or family wealth. Indeed educational opportunities determined by unearned advantage or disadvantage offend against basic notions of fairness. But are public schools even permitted to select their students, and if so, how can selection procedures used by schools be best structured to achieve equitable ends? In this article we delineate, describe, and defend what we believe are the essential features of selection and also why we need to pay equal attention to both the outcomes and the processes leading to those outcomes. Provided the selection is motivated and guided by the right reasons, as well as appropriately monitored, we argue that selection can be equity promoting. (shrink)

В статті розглядається підготовка майбутніх ієреїв в Київській православній митрополії XVIII ст. Дослідження переважно сфокусовано на аналізі конкретних практик вишколу парохів. Головним джерелом слугують реєстри грошей, сплачених в кафедрі при отриманні священства (більше десятка однотипних реєстрів за 1737 р., та один за 1736 р.). Зафіксовані суми дають змогу реконструювати особливості навчання/ екзаменування «по-кафедральному». У такій підготовці ключовим для ставлеників було випробування в читанні, після того — обов’язкова сповідь. У вишкіл майбутніх ієреїв, як вдалося з’ясувати, входили навчання катехізису та чинопослідуванню богослужінь (...) і, можливо, церковному співу, основи проповідництва або, швидше, знайомство з повчальною літературою. Особливу увагу звертали на моральні якості майбутнього ієрея. Така «програма», хоч і була вужчою, ніж вимагалося законодавчо, представляє основні очікувані напрями діяльності священика на парафії: звершення Літургії, виконання треб, навчання пастви основам віри. Кафедра монополізувала право на навчання ставлеників. Розглядати Могилянську академію, як основну школу для майбутнього парафіяльного духовенства Київської митрополії, невірно. Базовим для ставлеників у XVIII ст. було навчання при кафедрі — у школі при архієрейському домі, що мала, насамперед, «професійне» спрямування. Київська кафедра, як структура, і духовенство, як певна корпорація, у XVIII ст. самостійно вирішували питання освіти своїх нових членів, а певний рівень освіченості, був обов’язковою умовою для набуття священства. (shrink)

In this paper I discuss two attempts to challenge mainstream liberal education, by Hannah Arendt and by contemporary Israeli philosopher Hanan Alexander. Arendt and Alexander both identify problems in liberal-secular modern politics and present alternatives based on reconnecting politics and education to tradition. I analyze their positions and bring them into a dialogue that suggests a complex conception of education that avoids many of the pitfalls of modern liberal thought. First, I outline Arendt and Alexander’s educational views and discuss their (...) similarities, arguing that both may be understood as opposed to the modern attempt to adopt a «view from nowhere» at the world. Next, I suggest that Alexander’s view may benefit from adopting Arendt’s conceptions of tradition and authority. In the consecutive section, I argue that Alexander sheds light on significant problems in Arendt’s approach to education, problems his understanding of critical dialogue can help solve. The succeeding section joins the two views together to form an approach I call «critical traditionalism», and examines it against prevailing approaches to political education. I conclude by pointing to an important point overlooked by both Arendt and Alexander, namely the need for internal political struggle within each tradition. (shrink)

La neutralité axiologique est souvent présentée comme une vertu professorale, ou comme une composante essentielle d'une déontologie de l'enseignement. Nous mettons cette conception de la neutralité axiologique à l'épreuve, notamment parce qu'elle ne permet pas d'expliquer 1) l'importance d'un enseignement diversifié, 2) l'importance, pour les personnes subissant une influence illégitime, d'avoir des recours institutionnels, et 3) l'importance qui devrait être accordée par l'Université à l'autonomie des étudiant-e-s. Pour ces raisons, nous proposons plutôt d'interpréter la neutralité axiologique comme une exigence institutionnelle, (...) exigence compatible avec une certaine tradition de la liberté académique. (shrink)

In the Nyāyasūtras (NS), the fundamental text of the Nyāya tradition, testimony is defined as a statement of a reliable speaker (āpta). According to the NS, such a speaker should possess three qualities: competence, honesty and desire to speak. The content of a discourse, including the prescriptions, is also considered reliable due to the status of a given author and the person that communicated it. -/- The Polish philosopher J.M. Bocheński similarly stresses the role of a speaker; he holds that (...) an authoritative source (whose discourse is called testimony) should be competent and truthful. The conditions of trust and superiority also apply. According to Bocheński, being an authority entails a special relation—it has a subject, object and field. Notably, Bocheński develops his own typology of testimony by distinguishing between what he calls epistemic and deontic authority. He asks questions such as: Who can be the subject of an authoritative statement? Which features should the speaker possess? How is authority recognised? Is there a universal or an absolute authority? What is the field of authority? Moreover, which qualities should the listener possess? -/- The Nyāya philosophers, both the ancient ones, like Akṣapāda Gautama, Vātsyāyana, Vācaspati Miśra, and the contemporary scholars of Nyāya, such as B. K. Matilal and J. Ganeri, were also concerned with these issues. -/- The aim of this paper is to discuss the above points in a comparative manner. I will argue that both Bocheński’s and the Nyāya accounts share very similar perspectives and encounter analogous problems. (shrink)

The challenges and opportunities associated with the education of immigrants predate modern school systems, though it certainly can be said that support for public schooling grew—for example, in Canada and the United States—as dominant (read White, Anglo-Saxon, Protestant) groups came to see the importance of integrating masses of disparate origin. Educational responses to the children of immigrants over time have been varied, and many responses are indistinguishable from efforts to address other minority groups. In North America, the rapid expansion of (...) immigration encompassing immigrant and refugee populations from around the world, particularly since the 1960s, has led to a number of structural and curricular changes in schools, only some of which were explicitly aimed at immigrants. One example of a policy aimed at the children of immigrants was bilingual education, and as this increasingly fell out of favor, ESL (English as a second language) classrooms became more common. However, with few exceptions, neither has been a very effective instrument for addressing the interests or concerns of immigrants themselves. Nevertheless, most parents strongly prefer that their children learn to master the dominant language, as a means of getting ahead. (shrink)

I offer an account of the virtue of intellectual humility, construed as a pair of dispositions enabling proper management of one's intellectual confidence. I then show its integral role in a range of familiar educational practices and concerns, and finally describe how certain entrenched educational attitudes and conceptions marginalise or militate against the cultivation and exercise of this virtue.

The small school movement originated in the democratic ideology of Deborah Meier, who sought to create schools that gave students, parents, teachers, and all stakeholders in the communities they served a voice in education. In New York City, Meier's vision was implemented haphazardly by a group of business and political elites able to pour millions of dollars into an initiative without carefully considering the complex interests involved in creating new small schools. According to this author, this lack of forethought placed (...) students and parents at an even greater disadvantage than had existed previously. It was thought that the creation of small schools of choice would provide students, parents, and families the most appropriate education for their children, and that free market practices would create an environment of increased accountability and transparency, which would improve educational outcomes for all students. The author argues that these measures failed to improve educational equity and opportunities for students, and that they also placed students most in-need at an even greater disadvantage, thus hurting the very children these laws were created to help. She supports this argument using a critique of neoliberalism in the context of education as defined by Michael Apple, John Rawls's original position, and the application of Rawls's position in an educational context by Barry Bull. (shrink)

How can we theoretically and philosophically study the problem of values and authority in the context of education? The chapter uses the framework of action theoretical semiotics developed mainly on the conceptual structures of Greimassian semiotic theory. This detailed and elaborated theory of human discourse (utilized usually in terms of literary and “cultural” texts) will be expanded by biosemiotic and Peircean points of view to fit in the special problem area of education as transformation or extension from the biosemiotic and (...) zoosemiotic sphere to anthroposemiotic sphere: from nature to culture. The main theoretical starting point for action theoretical semiotics is the concept of meaning which is defined as relationship of an object to the action of the subject. The chapter will connect the action theoretical semiotics to the conception of Bildung and modern idea of the normativity of the rational inference by, e.g., contemporary philosopher of semantics Robert Brandom, to consider the educational implications of this semiotic view. (shrink)

الكل يدرك أهمية الدور المنتظر سواء من وزارة التربية الوطنية والتكوين المهني أو من المجلس األعلى للتعليم ، بل ومن الحكومة والمجتمع المغربي برمته، للخروج من األزمة التي يعاني منها قطاع التعليم ولمواجهة ب صفة خاصة، إشكالية عدم التحاق مئات اآلالف من األطفال بالمدرسة أو مغادرتهم وطردهم منها و خروجهم بمستويات تربوية وتعليمية متدنية ال تهيؤهم بالتالي لالندماج في المجتمع. نعم، مئات اآلالف، ما بين 350 و 400 ألف من األطفال يغادرون المدرسة النظامية سنويا قبل بلوغهم سن أل ،15 دون (...) أي مستوى تعليمي أو تكوين مهني ودون شهادة... مع مخاطر عودتهم إلى األمية والتحاقهم بالشارع والتشرد واحتراف السرقة وامتهان أعمال ظرفية وضيعة وربما احتضانهم واستغاللهم من طرف عصابات الجريمة المنظمة وغير المنظمة.. السؤال اآلن، هو كيف ستبلور الوزارة، مدعومة من المجلس األعلى للتعليم، مقترحات اإلصالح و تتجاوز بالتالي الوضعية الصعبة وتخرج المنظومة من النفق؟ ثم كيف سيالئم مشروع اإلصالح المنتظر في حال نزوله، بين ما هو نظامي وما هو غير نظامي في التعليم؟ بين ما هو عمومي وما هو خصوصي؟ بين وضعية ما في المركز وما في الهامش من مؤسسات؟ وماذا ستكون عليه طبيعة برامج الوقاية و اإلنقاذ و اليقظة والفرصة الثانية ومشاريع المواكبة التربوية والدعم المدرسي واالجتماعي والوساطة؟ وكيف يمكن أن توظف كل تلك البرامج وخاصة ما ارتبط منها بالمواكبة إلى جانب البرامج التربوية والتعليمية "النظامية" األخرى؟. (shrink)

إن أهمية التعليم في حياة الشعوب و األمم يدركها الجميع تماما كما يدركون المكانة التي ال يحسد عليها التعليم ببالدنا، و الذي تكشف أهواله التقارير الدولية التي تصنفنا في ذيل قوائمها. الجميع يقر بوجود أزمة خانقة ومعقدة تنخر تعليمنا. الجميع ينادي بتفادي غرق السفينة و االنخراط في مسلسل "إصالح" األزمات المتعاقبة بتعاقب الليل و النهار. و أمام اإلقرار بهذا الداء، ما يمنعنا من تشخيص طبيعته و تحديد أسبابه، من أجل وصف الدواء بدقة وتقديم العالج المناسب؟ هنا تبرز زوايا النظر المختلفة (...) ونوع القيم و المبادئ المرجعية، و ربما أيضا المصالح المختلفة، فتأتي اإلجابات متباينة، بل و متضاربة، ومنها التي تسعى إلى تأمين مكانة من هو في مكانه و ليس االستجابة لحاجيات المجتمع وتلبية انتظاراته. ومن تم تكمن صعوبة معالجة هذا الموضوع و تصبح متعذرة إذا لم نستحضر ثالث معطيات: ــ أوال: أن أزمة التعليم ذات جذور تاريخية عميقة تعود لعقود من الزمن، بل أعمق في غياهب التاريخ، مما يتطلب إعادة تقليب و قراءة فترات طويلة من مسار أمتنا و إزالة ما لطخها من أدران و الكشف عن ُطمر أو انطمر من محاسنها. كثير من جوانبها المظلمة مع بعث ما ــ ثانيا: أن أزمة التعليم مركبة وال يمكن وضع حد لها إال بإصالح البيئة التي انبثقت منها، أ ي أن مشاكل التعليم لن تنتهي إال بحل باقي المشاكل التي تتخبط فيها األمة على المستوى القيمي و السياسي و االقتصادي وغيره. ــ ثالثا: أن معظم مبادرات الفاعلين التربويين، و هيآت المجتمع المدني، و صناع القرار، لم تتجاو ز بعد التصفح السطحي و االقتراحات التجزيئية للقضايا، وتتجاهل المعالجة الشمولية عنادا أو إمعانا في ترسيخ و استدامة عمر األزمة، أو استثقاال لمستلزمات التغيير المنشود. (shrink)

تقديم لقد شكل تعميم التعليم أو التعليم للجميع أو إلزامية التعليم أحد الأهداف التي أولها المغرب أهمية قصوى منذ الاستقلال إلى الآن، فوضعت لها مخططات خماسية، ونظمت منتديات للإصلاح، تحت شعارات: الجودة والقرب والجهوية، بل شكل التعميم، الدعامة الأولى في ميثاقنا الوطني للتربية والتكوين، إلا أنه ورغم كل هذه الشعارات فإن الهدر المدرسي الذي تزيد نسبته بالوسط القروي، يحول دون بلوغ الحاجيات المتزايدة لنظامنا التربوي في الآجال المناسبة. فالانقطاع عن الدراسة أو التسرب الدراسي وعدم الالتحاق بالمدرسة وكل ما يدخل في (...) إطار الهدر المدرسي من مادي ومعنوي وبشري يظهر فشل المنظومة التربوية في تحقيق تربية وتعليم وتكوين مناسب. وكيفما كان التصور الذي نعطيه لهذه الظواهر، فإننا يجب أن نعترف أننا أمام ظاهرة تؤرق المجتمعات العربية بشكل عام. فهي تحمل كل مقومات الفشل سواء على المستوى الفردي أو على مستوى المجتمع. وهي من العوامل القادرة على شل حركة المجتمع الطبيعية وتقهقره عائدة به إلى عتمة الجهل والتخلف والانعزالية بعيدا عن نور التطور ومواكبة لغة العصر في التقدم والانفتاح. (shrink)

The philosophy of education, being an integrative and anthropologic knowledge, has to perform a prognostic and axiological function, forming a perspective of a world-view genesis of personality and provide theoretical and methodological background for the innovation processes in the education. The forming of harmonious, intellectually developed, creative, conscientious, responsible, purposeful and healthy human personality – these are all the main tasks of the educational system. There are many approaches in performing of such strategic task. One of them, starting from the (...) urgency of a problem of sexual indifference of a modern school education, is presented in a single-sex format of education and is based upon individual approach to the education and upbringing of each and every pupil, taking into account the gender peculiarities of development. In this article we analyze the influence of a single-sex format of education on the process of forming of pupils’ personality, taking into account the age periodization of individual ontogenesis. We developed cognitive, motivational and psychological peculiarities of boys and girls during the periods of childhood and youth. Theoretical comprehension of a need in taking into consideration of the gender characteristics of pupils within the educational process – has been proved on practices, implementing the gender-orientated separate education in schools that demonstrates very positive results. There was made a conclusion about the fact, that the system of gender-orientated separated education has a strong potential of enhancing quality of a pedagogical process and helps to form the personalities of those who study. This can be achieved by taking into account the psychological, physiological and pedagogical peculiarities of boys and girls, by following in the process of educational activities the principals of egalitarianism, nature conformity, self-actualization, creative initiative, democracy and humanism, by creating of an environment, that will be free from impact of gender stereotypes and prejudice. (shrink)