Introducing the concepts and methods of humanism into education for ensuring quality sustainable development

¹ Doctor of Sciences (in Social Philosophy), Professor, Professor of Department of Theoretical-Law and Social-Humanitarian Disciplines, State Agrarian and Engineering University in Podilya, Kamianets-Podilskyi, Ukraine
² Candidate of Philosophical Sciences, Associate Professor, Head of Department of Philosophy, Uzhhorod National University, Uzhhorod, Ukraine
³ Candidate of Philosophical Sciences, Associate Professor at the Department of Philosophy, Uzhhorod National University, Uzhhorod, Ukraine
⁴ Candidate of Law, Associate Professor, Associate Professor of the Department of Theory and History of State and Law, Uzhhorod National University, Uzhhorod, Ukraine

^* Corresponding author: professordfn@gmail.com

Abstract

Humanism as a principle for sustainable development of society, a model for the management of education and public education, is recognized as a fundamental principle by proponents of various schools of thought, social science, management and philosophy, and pedagogy. In their view, the philosophy of education and upbringing should clearly delineate the range of humanistic and moral values, define the social institutions designed to form an orientation towards these values, justify the relationship between the individual and the social qualities of the individual that could contribute to the “spirit of democracy” in society. However, addressing these important issues requires an exploration of morality identifying its nature, its functions in cognizing the world, and how it differs from other forms of cognition. According to the proponents of this socially-oriented direction of the management and educational philosophy, an important aim of education and upbringing is to develop the individual’s ability to reflect on moral topics; and this, they argue, is achieved mainly through the “language of morality” logic.