The significance of world view methodology in the educational process (critique of the methodology of postmodernism and post-transformism)

Davydenkova Antonina Gileevna, Ermilova Maria Vyacheslavovna, Vasilenkova Anastasia Anatolievna

In educational activities, the methodology of the approach and general assessments of a person's worldview positions are important. This paper analyzes the methodology of postmodernism. It is noted that in the professional philosophical community the tendency to criticize postmodern constructions in line with the so-called phenomenon of "pseudo-rationality" or "creativity from the magma of imaginary social meanings" is gradually increasing. It is emphasized that the theory of post-transformism leads to the rejection of traditional cultural values and spiritual guidelines of life, which deprives a person of the meaning of his existence, reducing life to a biological component. Historical pessimism in its methodology also denies a person the right to be the creator of both his own destiny and to be the subject of changes in social relations. Understanding a person as an object from external forces leads to the thesis about the controllability of his activity and the possibility of manipulating mass consciousness. As an antithesis of postmodernist methodology, the methodology of practical philosophy is proposed, which has the potential of integrating knowledge. This knowledge is necessary against the background of modern challenges of both a social nature and the development of science and technology, the main purpose of which is to serve humanity. This requires a revision of the theory and methodology of vocational education, which is happening in our country today. Changing the educational environment should be discussed. Therefore, the School of the Future magazine can confidently raise issues related to education and upbringing in the future: what to change, what traditions to preserve, how to allow a person to remain a person, what experience in teaching to maintain.

Keywords:professional education, methodology, postmodernism, posttransformism, posthistory, culture, human spiritual world, prospects for education and upbringing.