DOI: 10.7256/2454-0757.2015.10.15493

Abstract: The subject of the author’s research is Dasein. On the one hand, reminiscence of Heidegger’s ideas allowed the author to use reputable researches of a famous philosopher of the twentieth century as well as a large group of his followers and researchers of his work, and, on the other hand, to avoid a direct reference to Heidegger’s texts and theorists interpreting him. The author investigated the research question 'What is Dasein in the philosophy of cosmos?',  however, he did not base solely on Heidegger’s ideas but only appealed to them. The author offered the so-called philosophy of cosmos as his own methodological structure for  discovering and understanding Dasein to the maximum extend. The author has used the dialectical, system-structural, structural-functional research methods as well as methods of comparison, analysis and synthesis. The author’s main contribution to the research of the topic was a response to the following questions: 1. “What is philosophy?”, in particular, whether philosophy is: a) a certain kind of activity that appears as a response to historical events (Marx’s understanding of philosophy) or b) questioning i.e. asking questions about Dasein and being and the search for answers to them (Heidegger’s understanding of philosophy). 2. “What methodologies should be implied to discover all the variety of the meanings of Dasein?” 3. “What is Dasein?”

DOI: 10.7256/2409-8728.2015.4.15321

Abstract: The subject of the research is the philosophy of education and its reflection on the educational process. Based on the analysis of predecessors’ works the author presented the new structure of the philosophy of education which enriches the understanding of its subject, targets and methods of research.The author presented the philosophy of education as a pyramid, the base of which are generalizing the situation of man as a subject and object of research accumulated in the philosophical anthropology. The first level of the pyramid takes psychology as a science which studies the origin, development and functioning of the psyche. Pedagogy crowns the “pyramid”.The author used the dialectical, system-structural, structural-functional method, as well as methods of comparison, analysis and synthesis.The main conclusion of the study is to prove that the philosophy of education in their new understanding is not only a theoretical understanding of basics and demonstrations of the educational process, but also a practice, the direct embodiment of the theoretical developments in the education in the everyday life. Using historical and philosophical analysis, the author shows that the philosophy of education does not just depend on the state of social philosophy (and philosophy in general), but also through its methodological apparatus it realizes the established philosophical (ideological) paradigm in the different pedagogical practices.