A methodological synthesis of philosophical and legal approaches to the study of the value dimension of the educational sphere

Abstract

This article provides a theoretical and methodological justification for the synthesis of philosophical and legal approaches to the study of the value dimension of the modern educational space. It justifies the advisability of combining philosophical-axiological, phenomenological, hermeneutic, formal-legal and systemic-structural approaches as mutually complementary components of a single methodological construct. The transformation of education from a model dominated by the transmission of knowledge and the development of functional competence to an axiological paradigm focused on the formation of value-semantic and civic identity is explored. The phenomenological and hermeneutic approaches are examined as means of reconnecting the educational process with the subject՚s life experience, and of interpreting and imbuing knowledge with personal meaning. The significance of the formal-legal and systemic-structural dimensions for the institutionalisation of values through academic freedom, human rights, academic integrity, non-discrimination and democratic governance is substantiated.