Philosophical substantiation of the axiological approach in the study of pedagogical phenomena

The modern humanistic system of higher education in the Russian Federation is characterized by a desire for socio-cultural and spiritual development of the individual, education of a person of culture and a broad outlook. In this regard, in pedagogical research there is an increased attention to values, value orientations, value relations and other axiological concepts, the totality of which acts, on the one hand, as a significant component of personality as a subject of socio-cultural life, and on the other hand, as a significant component of a professional involved in the working life of society. The relevance of value issues in vocational education encourages teachers to turn to an axiological approach – a set of tools and methods that contribute to the formation of moral consciousness, universal and professional values, value attitude towards their profession and their work among future specialists. Philosophical concepts such as value orientations, value orientations, and value attitude to life are becoming increasingly important. In this article, we have tried to provide a philosophical justification for the axiological approach to the study of pedagogical phenomena, since the approach we are studying exists at the junction of philosophy and pedagogy and is implemented only through philosophical and pedagogical understanding.

higher education, professional education, axiological approach, value, value attitude, value orientations