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DOI: https://doi.org/10.34069/AI/2022.58.10.21
How to Cite:
Ridei, N., Khodunovа, V., Voronova, G., Tsymbal, S., & Bondar, N. (2022). A social and philosophical analysis of the values of
European education. Amazonia Investiga, 11(58), 194-201. https://doi.org/10.34069/AI/2022.58.10.21
A social and philosophical analysis of the values of European education
Un análisis social y filosófico de los valores de la Educación europea
Received: October 11, 2022 Accepted: November 29, 2022
Written by:
Nataliia Ridei87
https://orcid.org/0000-0002-5553-059X
Victoriia Khodunovа88
https://orcid.org/0000-0001-7751-9992
Galyna Voronova89
https://orcid.org/0000-0002-7445-0536
Svitlana Tsymbal90
https://orcid.org/0000-0001-5354-6187
Nataliia Bondar91
https://orcid.org/0000-0001-8036-9083
Abstract
The modern European education system is
strongly influenced by the global trends of
civilizational development. In the axiological
dimension, there is a balancing act between the
dynamic trends of innovativeness and traditional
elements of the authenticity of the educational
environment. The socio-philosophical value
segment in education is at the stage of searching
for optimal synergetic interactions at local and
global levels. The scientific exploration aims to
comprehend the peculiarities of social value
elements of the European educational space and
to renew a separate axiological cluster of the
socio-educational paradigm of modernity. The
article aims to structure theoretically outlook and
practically dynamic socio-philosophical value
concepts and their correlation in the European
educational environment. The study used general
scientific and scientific-pedagogical methods
with the involvement of synergetic
methodological principles. The results of the
study indicate axiological gaps between
traditionality and innovation in the European
educational system and the need for the
alignment of value constants. A promising
87
Doctor of Pedagogical Sciences, Professor of Ecology, Professor Department for Adult Education National Pedagogical
Drahomanov University, Kyiv, Ukraine.
88
Ph.D., specialty - general pedagogy and history of pedagogy, Associate Professor Department of Pedagogy and Psychology of
Preschool Education National Pedagogical Dragomanov University Turgenivska, Ukraine.
89
Ph.D., Associate Professor Department of theory and methodology of vocational training National Pedagogical Dragomanov
University, Ukraine, Kyiv, Ukraine.
90
Ph.D. (Philosophy), Associate Professor Department of Theory and methodology of professional education National Pedagogical
Drahomanov University, Kyiv, Ukraine.
91
Ph.D. (Law), Associate Professor Department of State and Law Disciplines and Ukrainian Studies Sumy National Agrarian
University, Sumy, Ukraine.
Ridei, N., Khodunovа, V., Voronova, G., Tsymbal, S., Bondar, N. / Volume 11 - Issue 58: 194-201 / October, 2022
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direction of research is the formation of a
progressive value paradigm, in which the system
of values will meet the requirements of the time
and become a guide to social development in
general. So, in the modern educational system
two types of values are relevant: dynamic,
practically oriented - mobility, inclusiveness,
innovativeness; fundamental, theoretical, and
ideological - humanization, tolerance, identity.
Keywords: social values, axiology of education,
European education system, innovativeness of
education, fundamentality of education.
Introduction
Today's dynamic world dictates the conditions
for the development of all spheres of social
activity. The same dynamism is the basis for the
construction or renewal of value paradigms. At
the same time, the educational space notes the
need for stable, fundamental, and, sometimes,
conservative axiological approaches. Socio-
philosophical analysis actualizes the
contradictions at the level of: traditionalism-
innovativeness. Consequently, the goal of
scientific exploration is to find the optimal
format of the value paradigm in which:
• the fundamental socially oriented value
components of the European educational
space have been preserved;
• the need to update educational value
priorities practically online has been
actualized.
The education of the future requires a new
rationale for goal-oriented foundations, which
leads to the need to renew value beliefs (Devadze
et al, 2022). The functions of education related to
the welfare, well-being, and development of
society are realized only in the presence of a
relevant and effective value paradigm. The
proposed study attempts to analyze the value
attitudes (fundamental and dynamic) of modern
European education in social and human
dimensions.
Theoretical Framework or Literature Review
In the study of Dollinger et al. (2018), we find an
interpretation of the path of “co-creation of value
as a process of feedback of opinions, personal
beliefs, and other resources of students,
educators, and educational institutions, which
results in the formation of mutual value.” The
synergetic approach begins to dominate the
research on education axiology of modern
scientific and pedagogical discourse. The socio-
philosophical analysis of values in European
education involves covering not only the value
elements but also their formation, transmission,
and observance. In addition, an important aspect
is the human dimension of educational values,
because in the educational space of its
participants are both creators or translators of
these elements, and observers.
We find pragmatic approaches to value norms in
the educational sphere in the scientific
exploration of Maaranen et al., (2019). The
theory of positive learning, implemented in
European education (Saloviita, 2020), is a kind
of reference point in the formation of a proper
social environment, which is a carrier of
educational.
It should be noted that the values of the
educational environment correlate with the
socio-political realities of European community
development (Dijkstra et al., 2020), sometimes
determining the vectors of its development
(Kunst et al., 2020). Also, the axiological
dimension of education is related to the socio-
economic segment of the development of
European society (Pisoni, 2019) and its
innovative trends of technological, digital, and
informational development (Makransky &
Lilleholt, 2018).
On the one hand, there is a significant amount of
research and results on the value elements of
European education in scientific and pedagogical
discourse. At the same time, we note the
insufficient coverage of the socio-philosophical
problem of the value dimensions of European
education. First of all, we should focus attention
on the lack of works on the correlation of values
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in the context of the rapid innovative
development of society and education (assuming
that such a correlation in European education in
the context of sustainable development is one of
the most effective in the scientific and
pedagogical discourse).
Methodology
In the study, there is often a confrontation of
methodological approaches of a philosophical
nature: dialectics vs. synergetics. This is
especially evident when the problem of values
acquires a socio-philosophical dimension.
One of the methodological approaches to
actualize the values mentioned in the study
(principles of involvement, dynamism, and
authenticity) can be considered the program of
global citizenship (Tarozzi & Mallon, 2019). It is
noted that the international (and in the European
case, the allied) system of educational initiatives
(structural and institutional) is designed to level
the factors that impede the implementation of the
principles of the sociocultural identity of the
individual in the educational space. Through the
educational process, a sense of legal and cultural
security of its participants is formed.
Fornara et al (2020) use the methodological
principles of the theory of “values-beliefs-
norms”, which can be implemented in the
educational space. Civilized society has long
since concluded that deliberate prohibitions are
much more effective than obligatory ones.
Therefore, values formed on beliefs become
norms much faster. European education has
assumed the mission of forming such beliefs.
The methodological approach that ensures the
informative and communicative incorporation of
values into educational strategies is the concept
of multilingualism and translingualism (García &
Otheguy, 2020). Virtually every value setting of
the contemporary European educational space,
which is illuminated in socio-philosophical
terms, requires a corresponding translation and
dissemination. The linguistic problem turns into
an opportunity in the modern axiological
educational paradigm. The linguistic potential
contributes to the realization of European values
both in a general civilizational manifestation and
in a concretized educational.
Results and Discussion
The modern system of European education is
dominated by a pragmatic approach to the
organization of the teaching-learning process,
which is reflected in the formation of value
priorities for the development of this sphere of
social activity. The vast majority of practicing
teachers focus on the practice-oriented cluster of
educational activities, primarily related to the
training of applicants for educational level and
issues of teacher qualification (Maaranen et al.,
2019). This approach identifies the priority
values associated with the professional-
competency elements of education. Civic, social,
and moral aspects become important, but not
paramount, in the axiological hierarchy of the
European educational system. This focus on
performance and efficiency has its advantages in
terms of the quality of educational services, but
it actualizes the risks of the elimination of social
and moral aspects of educational values.
New information and communication
technologies (ICTs) provide educators and
students with new approaches to improving
teaching and learning processes (Pisoni, 2019).
At the same time, the use of new environments
requires new values. Here, a rather significant
contradiction is noted since the process of
innovation takes place actually online.
Consequently, the value characteristic of these
processes must also be dynamic. At the same
time, no single educational program or strategy
can correlate practically-oriented and
theoretically-oriented principles. That is why the
European Union's model of values emphasizes
self-organization and freedom. Such principles
require a high level of intrinsic value orientation.
However, the advantages of such a synergetic
model of values are also obvious, as participants
of the educational process become aware of the
elements of value, understanding their essence
and specificity, rather than just getting formally
acquainted with them. Such a worldview
paradigm is progressive and proves to be
effective in European communities.
New technologies are automatically positioned
as material values. In particular, elements of
virtual reality, artificial intelligence, and digital
learning are already new material values
(Makransky & Lilleholt, 2018). In recent years,
there has been a boom in the distance learning
format (Sherman et al., 2022). The European
educational community, realizing the challenges
that may arise for participants in the educational
process due to the use of innovative technologies,
immediately began the process of aligning
material and spiritual-intellectual value
priorities.
The need for realizable values in the educational
system is dictated by the persistence of digital
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gaps in Europe, which are characterized by a lack
of coherence between traditional and innovative
elements of social development (Year et al.,
2020). At the same time, the European
educational system has developed an actual
system of organization of the educational space,
which has all the possibilities to preserve
axiological balances of different levels in
education (traditional-innovative, training-
education). Under such conditions, the problem
of correlation and interaction of practical and
attitudinal values acts as an important
organizational factor of the educational system.
Values are transformed from the status of
theoretical and attitudinal to the status of
practice-oriented, which allows you to cover not
only specific educational problems but also
social aspects in general.
In general, the value elements of contemporary
European education can be conventionally
divided into two clusters (see Fig. 1).
Fig. 1. The main value components of the European educational system.
Source: authors' own development.
As Snijders et al. (2019) show in a study of
European graduates, the principles of trust,
benevolence, and emotional attachment remain
relevant even after graduation. The loyalty of
participants in the educational process is one of
the prerequisites for the formation of humanistic
principles of the educational process. When such
loyalty is retained even after active learning, it
can be argued that the moral-ethical and
attitudinal axiological priorities of European
educational institutions' graduates are stable.
The positive attitude of the participants of the
educational process (Saloviita, 2020) gradually
turns from a banal psychological attitude into a
value constant, which increasingly demonstrates
its importance in issues of educational quality.
Previously, pedagogical competencies were
fundamental elements of professional values.
Now the issue is relevant in the context of the
professional environment in which an educator
should not only realize himself professionally but
also receive spiritual and moral satisfaction from
the educational process. The professional climate
in education acquires new meanings and
becomes a fundamental value dimension.
The key to the success of the educational system
is its focus on innovation and progressiveness.
Permanent conditions of society development
under conditions of technological and
informational progress adjust the target elements
of educational activity. In particular, soft-skills
and digital-skills become as important as hard-
skills. Under such conditions, the educational
system acquires another value orientation -
innovativeness, without which the assimilation
of information and communication technologies
is meaningless in the educational activity. A key
goal of higher education in Europe is to align
educational programs and strategies with
innovative advances in science and technology
and extrapolate them into everyday life
(Hämäläinen et al., 2019).
Practice-oriented,
dynamic
Mobility
Involvement
Innovation
Theoretical and
ideological,
fundamental
Humanization
Tolerance
Authenticity
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The European Digital Competence Framework
for Education Representatives (DigCompEdu)
implements methodological approaches of
innovativeness and progress and development
orientation (Caena & Redecker, 2019). The
concept of mobility in this dimension is a
relevant value element in the construction of
educational strategies. The dynamism of socio-
cultural development needs educational mobility
in all its manifestations (organizational, learning,
educational). At the same time, in order to avoid
the chaotic nature of such manifestations, the
value guide to educational mobility is designed
to streamline the educational activity of the
participants.
One of the factors that shapes the value
orientation on educational mobility is variability.
The possibility of choice, which is provided in
the European education system, largely
determines the development of individuality
(Vodă & Florea, 2019). This characteristic is a
key value parameter in the construction of
educational mobility. All the more so because
such value priorities are based on strong practical
support. In particular, digital pedagogical assets
become a relevant mechanism that expands both
pedagogical opportunities and educational
potential (Wojciech et al., 2021).
Philosophical studies of the European
educational space give rather contradictory
results. On the one hand, the new progressive
information-technological elements in education
are an indicator of innovativeness in this sphere.
It activates innovativeness as a value of the
education system as a whole. At the same time, a
deeper analysis demonstrates the paradoxical
state of affairs in the educational space, when
transformation and transformation in education
become a guarantee of the permanence of this
sphere of social activity (Leal Filho et al., 2019).
The uniqueness of the axiological dimensions of
European education lies in the fact that thanks to
the latest technologies, the identity of the
educational system is preserved. The
introduction of technological and digital learning
environments, the increasing informatization,
and the communicativeness of the educational
process contributes to the preservation of
traditional socially oriented values. Therefore,
the authenticity of educational systems is
supported by innovative principles. This
interaction is a clear confirmation of the prospect
of a synergistic approach in the renewal of the
system of values in the European educational
environment.
Gifford (2021) notes that it is the educated youth
who are more active in shaping identity in
modern society. Guided by a combination of
traditional educational training and the use of
innovative educational systems, education
aspirants create a national and European identity.
Educational activity, expressed in the alternation
of contradictory and conciliatory manifestations,
defines tolerance as a value orientation of the
educational process performance. Education
with its theoretical-methodological and practical-
pedagogical arsenal in combination with the
value orientations of tolerance acts as a
mechanism for the formation of a common
worldview value paradigm.
The value attitude of tolerance manifests itself
not only in social interaction. Respect for the
natural environment in the modern civilized
world is just as relevant and requires new values.
The problem of biodiversity has given rise to a
new axiological format of biosphere values. The
traditional model of prohibitions and restrictions
gives questionable results of effectiveness.
Therefore, in the countries of the European
Union, trends of biosphere values in the
educational space are actively formed. Acquired
knowledge or worldview beliefs in the process of
education are much more effective in further
human activities because they actualize the moral
and ethical essence aspects. The negative impact
on nature is significantly reduced when a person
has an awareness of the negativity of this process.
This is how a system of values is formed, passing
through the stage of formation and awareness in
the educational environment.
The peculiarity of the socio-values principles of
the European educational system is the
involvement of all participants in the educational
space. Traditionally, the system of values had a
conservative and well-established character and
was positioned as an obligation to fulfill, and the
difficulties associated with its transformation.
However, today's rapid civilizational
development determines the dynamism of the
value paradigm. In today's educational
environment, values are not only mandatory.
Each participant in the educational process
acquires stakeholder status, and with it, the
ability to construct a model of value inherent in
its principles. Of course, the generally accepted
system of values is immutable and mandatory. At
the same time, the individual model of value
behavior in the educational space is actualized.
The axiological motto of Europe's current
educational system is freedom of action. Under
such conditions, the value priorities of both
educators and applicants for education are taken
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into account, starting from early childhood
(Van Krieken Robson, 2019).
Ramberg & Watkins (2020) analyze the activities
of the European Agency for Inclusive Education
Statistics (EASIE), focusing on a comparative
analysis of data on inclusive education in
selected European countries. The principle of
inclusion is a fundamental value priority of
European education. This is how the common
civilizational values of European society and
educational axiological attitudes are aligned.
Values such as human rights, equality, justice,
etc. are reducible to a single denominator.
At the same time, providing the value constant of
involvement in the educational space is rather
difficult and requires considerable organizational
and pedagogical efforts. The process of
identifying the participants of the educational
process who require special conditions for full
activity in it is important. The next step is to
develop logistical and organizational elements to
form an accessible learning environment.
Finally, a system of analysis and monitoring is
needed to provide information on the
effectiveness of the learning environment for all
participants. When these conditions are provided
we can talk about creating a socially oriented
value worldview paradigm. The socio-
philosophical aspects are key in such a paradigm
because the main goal of engagement is societal
value elements.
Historically, education performs the function of
establishing a societal paradigm
(Aramburuzabala et al., 2019). However, the
dynamism of social development constantly
alters the elements of this paradigm. The social
commitments of educational institutions
introduce contradictions into the educational
process in certain ways but are binding through
the social fundamentality of education in
civilizational advancement.
One of the practical results of the globalization of
education has been its internationalization at the
local and international level. A socio-
philosophical analysis of the European education
system reveals the actualization of several values
that correspond to the principles of integration of
the educational space in European countries
(Knight & de Wit, 2018). Mobility in the
practically oriented dimension and tolerance in
the theoretically outlook direction characterize
the axiological priorities related to the
harmonization of educational systems of
different countries in a single European
educational space.
A separate socio-philosophical value dimension
of European socio-cultural realities is the
consistency of educational and socio-political
values. In particular, a consistent relationship
between the level of education and the
correlation between Eurooptimism and
Euroscepticism is actualized. The results of
Kunst et al., (2020) point to the lack of critical
influence of education on political beliefs
regarding further European integration strategy.
Such realities fundamentally change the
paradigm that has long provided for an
ideological component in the educational
process. Modern progressive trends in European
education are based on democratic values that
exclude the possibility of using the educational
space as a platform for the formation of political
views. At the same time, it has been noted that
less educated populations are much more
susceptible to radical or skeptical attitudes
toward any socio-political initiative (Dijkstra et
al., 2020). This suggests that the value system
relevant to the educational system is able to
translate these values to other spheres of social
activity - political, economic, or cultural life.
Hence, socio-philosophical values in education
have a synergetic potential.
Conclusions
Consequently, the modern European education
system is at the stage of renewal of value
orientations. Consequently, the need for a
comprehensive comprehension of axiological
transformations in education is actualized. One
of the important segments of the axiological
paradigm is the socio-philosophical analysis
aimed at highlighting the alignment of human
and socio-dimensional value aspects both within
the educational environment and in the context of
civilizational values. The European educational
space acquires new theoretical, philosophical,
and practical-dynamic value contexts, which
influence (and sometimes determine) the social
development of the community. Among the most
controversial problems of the renewed value
cluster of European education is the imbalance
between traditionalism and innovativeness. This
dichotomy gives rise to a number of social
problems related to the quality of education and
the effectiveness of its functions in society, the
state, the European Union. There is a need to
harmonize the value principles of European
education to ensure the social welfare and
innovative nature of the development of the
European educational environment. Correlation
should be realized by updating the existing value
paradigm and the actualization of such
axiological settings of social character as:
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mobility, innovation, involvement,
humanization, tolerance, authenticity. New value
educational priorities are intended to preserve the
existing norms of material and spiritual priorities
of the European community and determine the
prospects of development of the educational
sphere in the context of progressive civilizational
development.
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