Dubinina V. Conceptualization of the phenomenon of education in historical philosophical context.

The object is the system of historical and philosophical theories and practices of training and education as a form of conceptualization of the phenomenon of education. The aim is to identify the historical and philosophical laws of formation of the education's concept. The methods are the phenomenological and hermeneutical approaches, comparative, structural, historical and comparative-historical and analytical. It focuses on analysis of the system of historical and philosophical theories and practices of training and education as forms of conceptualization of the phenomenon of education. Historiographical reconstruction identified basic ways of conceptualizing and deep processes of evolution of the phenomenon of education in the philosophical discourse of Antiquity and the Middle Ages; historical and philosophical approaches to the institutionalization of education in the Renaissance. Historical and philosophical contours of conceptualization of education in modern times provided the basis for investigation of historical and philosophical practices of formation of the phenomenon of education in the global civilization process in postmodern culture (for example, the conceptualization of the phenomenon of rhetoric in the USA); analysis of the context of current educational practices revealed the transformation of traditional historical-philosophical doctrines of China. In this paper it is determined that the phenomenon of education is conceptualized in the history of philosophy, in which the phenomenon of education is revealed in the form of evolution of educational paradigms. The study was further developed to study the features of our educational system. It has been established that our national culture is characterized with humanistic orientation of conceptualization of education, which has powerful romantic intentions; the study of the main stages in the development of the concept of the European University before the end of the twentieth century. It is shown that the idea of the university is not a frozen concept, but is undergoing permanent transformation in connection with the ever-changing socio-cultural situation and the emergence of pedagogical innovations. Application sphere is the training courses.