AXIOLOGY OF EDUCATION IN THE DISCOURSE OF CONTEMPORARY POLICY

The article addresses the axiological aspect of education in the context of globalization processes. The authors study the main paradigmatic axiological characteristics of contemporary education and their reflection in the discourse of the XXI century political processes. The impetus for consideration was given by the recently published monograph by Pyotr Kasatkin (Kasatkin P. I. Aksiologiya obrazovaniya: arhitektonika sovremennogo obrazovatel'nogo prostranstva [Axiology of Education: Architectonics of Contemporary Education Space]. Moscow: MGIMO-University Publishing House. 2018. 252 p. (In Russ.)), which the authors discuss in view of the new paradigm of higher education with as accent on its policy-making function. The analysis of axiological dimension of contemporary education leads the writer to the conclusion that contemporary knowledge-based society is vitally concerned in profound structural changes in the education system with the vector for the requirements of the state and society. The necessity to reconcile the principles of education policy and socio-cultural demands dictates the need to work out axiological foundations of promoting education as a sphere of developing culture and civilization. In its turn, the dialectics of cultural and civilization strategies generates and constructs the axiomatics of education as a sphere of interdisciplinary research.