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Philosophical reflections on the dilemmas caused by artificial intelligence in education
(Національний технічний університет "Харківський політехнічний інститут", 2023) Wei, Sun; Dolska, Olga
"Cogito ergo sum et sentio ergo sum": Philosophical Reflections on Contemporary Education
(Uniwersytetu Warmińsko-Mazurskiego, 2021) Dolska, Olga; Godz, Nataliіa
The focus of today’s discussion is on education and the application of online learning. The ideology of the Enlightenment emphasized the mind and required the development of self-knowledge and self-awareness of the individual, starting from Cogito as a central position in educational practice. Online education has provided an opportunity to look at the transformations in it from broader perspectives and to speak about the urgent necessity of the adjustment of the classical theory of education or even significant changes in it. A new paradigm of education (paradigm of understanding) is impossible without taking into account the heuristics of the corporeal and the harmonious combination of philosophical positions – Cogito ergo sum and Scentio ergo sum. This is a fundamental position for understanding the rationality of the Post-Enlightenment. The new pedagogical theories are based on a foundation that takes into account not only the traditional Cogito (I think), but also the conceptual and philosophical foundations of the theory of bodily cognition. Contexts of modern scientific research on human evolution allow us to put forward the thesis of the urgency of forming a very complex methodology, which should be based on knowledge of human morphology and take into account the constant process of coevolution of body, environment and mind (consciousness), because human perceptions and actions are improved due to their harmonious interaction. This thesis is reinforced by the development of HCI (Human-Computer Interaction Programs), because they focus on the introduction of those sensations into cyberspace, which can only be bodily heuristics, that can improve and make educational practices more successful and methodologically diverse.
Digitalization of Education in China: problems, opportunities (Socio-Philosophical analysis)
(Видавничий дім "Гельветика", 2022) Sun, Wei; Dolska, Olga
Nowadays philosophers actively discuss and analyze the content and nature of high technologies and their influence on social development, because high technologies become the main determinant of essential changes in all spheres of social life, and, in particular, in education. Recent events in the world show how the process of digitalization in education has become global. From international experience, some countries, regions and organisations have established or are in the process of establishing a maturity model or framework for digitalisation in education as a way to consolidate the progress of digitalisation in education and promote the sustainability of practices. The article discusses the process of digitalization of education in modern China. This is reflected in all components of the educational process. The authors offer its socio-philosophical analysis in order to identify and analyze the central problem of this process in the conditions of modern Chinese society – the problem of conflict, integration and coordinated development of the old and new education systems. The article also highlights and describes issues such as the digital divide, digital poverty, digital refugees, the problem of conflict between people and technology, etc. The authors review digital readiness initiatives (i.e., in preparation for the full launch of the digital transformation path in education in order to fulfill the basic conditions for transformational change). It also emphasizes the need for a socio-philosophical analysis of pilot projects to address issues of mobilizing the initiative and resources of universities and schools under the leadership of the state to promote the digital transformation of education in order to solve the problems described above.
The problem of rationality and reason comprehension in modern education
(Національний педагогічний університет ім. М. П. Драгоманова, 2013) Dolska, Olga
The article discovers that the education development is largely determined by reason it is oriented on; thus, it is possible to determine the types of rationality in education and build a model of its transformation. The author tries to answer the question: what reason has European education been focused on during its development; and to analyze social and cultural potential of the rationality ransformations in education. According to the rationality type the education space is formed. The availability of different rationality types allows us to construct the rationality transformations model. The model fundamentally remains open for further improvement.

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