THE TWELVE THESES OF THE SUBSTANTIVE AND SEMANTIC INTERPRETATION OF THE «ANTHROPOLOGY OF EDUCATION» – A NEW, HUMANITARIAN-ANTHROPOLOGICAL SCIENTIFIC AND PRACTICAL KNOWLEDGE
THE TWELVE THESES OF THE SUBSTANTIVE AND SEMANTIC INTERPRETATION OF THE «ANTHROPOLOGY OF EDUCATION» – A NEW, HUMANITARIAN-ANTHROPOLOGICAL SCIENTIFIC AND PRACTICAL KNOWLEDGE
Зверев С.М.
Abstract
The article provides a reflexive and critical reconstruction
of the conceptual foundations of the construction of the anthropology
of education, a new scientific and practical direction of humanitarian
and anthropological knowledge about the formation of the human in
man. In the dynamic dimension, it is seen as a self-developing system
as a complex-articulated holistic concept of a person, an anthropological
approach, anthropological practice, the image of a professional
teacher with prospects for reaching a single basic onto-epistemological
concept of a holistic humanitarian knowledge of human education.
Keywords
anthropology of education, anthropopractic, humanitarian knowledge, education, integrity, human.
