Ontology of Education in the Paradigm of Civilizational Analysis

Abstract

Introduction. In the context of globalization challenges that erode cultural diversity and the axiological specificity of societies, the issue of preserving Russia's civilizational identity as a multi-ethnic entity becomes increasingly relevant. The article explores the ontology of the educational process, interpreted as its grounding in the existential reality of the individual, encompassing traditions, moral-religious foundations, and historical experience. Content. The study substantiates the need for synthesizing ontological and epistemological aspects of pedagogy to foster a holistic worldview amid digital transformation. An analysis of contemporary educational paradigms reveals the dialectics of their advantages and risks: while technological modernization enhances access to knowledge, it simultaneously threatens the dehumanization of learning, the erosion of civic-patriotic education, and cultural memory. A civilizational approach to education is examined as a means of preserving and transmitting values, traditions, and civic identity to new generations. As an alternative, the paper proposes an anthropocentric educational concept integrating humanistic principles, personalized learning, and axiological continuity. Its implementation seeks to harmonize innovative methodologies with traditional values, enabling personal self-realization without severing ties with the civilizational foundations of Russian culture. The study emphasizes that modern education must combine the best practices of traditional and innovative approaches while accounting for Russia’s civilizational specificities and prioritizing spiritual-moral values. Conclusions. Technological progress, despite its advantages, does not guarantee success in upbringing. Thus, the civilizational approach is not a mere trend but a necessity for societal harmonization. Its implementation hinges on the consolidation of efforts by the state, educational institutions, and citizens. In the context of globalization, it is crucial not only to institutionalize value frameworks (as already reflected in legislation) but also to develop concrete mechanisms for integrating them into educational practices. This ensures a balance between national identity and global responsibility.