The article explores the concept of humanism both in modern discourse and in historical retrospective. Human has always been at the center of philosophy, regardless of what spheres of being were studied. Anthropology, cultural studies, psychology, philosophy, and many other sciences explore various manifestations of a person, all of which are ultimately designed to answer perhaps one of the most critical questions – what makes us human? However, this discourse significantly changed over the course of two thousand years. For example, (...) Martin Heidegger points out an important nuance of the emergence of the concept of humanism, namely, as a kind of chauvinism – the division into humans (Romans) and non-humans (barbarians). This point of view is often overlooked, but it is critical to understanding the essence of this phenomenon. In the subsequent era of the Middle Ages, human was understood as the opposite of the divine, but in such realities, there were humanistic ideals and values. Already in the Renaissance, a return to the traditions of antiquity was announced, but the understanding of a person acquired a romantic character. Humanism clearly saw something more in a person than a person himself could demonstrate. It is for this metaphysical image that many critics of humanism have criticized this phenomenon. However, where there is criticism, there is progress, which is why this concept has gained a new round of discourse, which is why new trends have appeared that have brought the concept of humanism to a new theoretical level. As a historical phenomenon, humanism is faced with certain difficulties of new eras; because of these collisions, humanism is modified and adapted. Among humanism’s problems are multiculturalism, technological breakthroughs, and the need to search for new theories. In its development, the course of humanism takes on various forms and iterations. It is worth mentioning transhumanism (the idea of becoming someone more than just a human), posthumanism (philosophical views on human nature as a posthuman), and global humanism. (shrink)

Without exaggeration, learning problems are among the most complex and most controversial not only in pedagogical and philosophical science but also in other scientific areas. We are talking about the philosophy of education as a general paradigm of the organization and content of all that knowledge - scientific and non-scientific - that we pass on to pupils and students through education, about worldview values that are brought up, merged in the process of educational and educational activities, the certainty of the (...) spiritual world of the individual which is formed at school and university and determines her personal position, role and ways of behavior in postmodern society. Education is an important stage in the formation of the human soul, his spiritual world. Consciousness, like other qualities of the human psyche, results from education and acquisition of social experience. An important means of forming a person's consciousness is the educational system, which contributes to the spiritual development of a person. Since it is education that is that social institution, it performs the functions of preparing and including the individual in various spheres of the life of postmodern society and attracting him to culture. Human consciousness is the ideological foundation of aim and reliable knowledge. In this context, consciousness is the possibility and condition of the world, the individual can perceive and develop his spirituality. Education in this case is the most effective way to form a person's spirituality. Since, besides a certain profession, education gives a person the opportunity to spiritually improve himself. (shrink)