Terepyshchyi S. The philosophical paradigm of modern educational landscapes

The analysis of the educational landscape is performed at the object field of philosophy of education. It refers to the philosophical concept which is tried to descript the totality of spatial, socio-economic, political, cultural and anthropological characteristics of education with ones changes at the particular region at the processes of preservation, transferring and production of knowledge. There are some features which distinguish the concept from other ways of education reality representation: flexibility, dynamism, anthropologism, vitality, spatiality, compositionality, semanticity, symbolism, temporality, rhythm, poly-scalability, hybridity, contextuality, situational nature. The general paradigm for researching of educational landscapes is proposed. The author demonstrated three poles for centering of education landscapes researches: subjective ("individual"), inter-subjective ("society"), symbolic ("culture"). Five of main research approaches are detected: individual, typological, metaphorical, constructivistic and mythological ones. The perspectives of future researches at educational landscape typology and methodology are shown. The historical genesis of educational landscapes (agrarian, industrial, informational societies) is researched. The dialectic nature of globalization and regionalization influences on the educational landscapes of the XXI century was found.