განათლების ფილოსოფიის ფუტუროლოგიური პარადიგმა

Abstract

The mode of philosophy of education and philosophers discussed in this paper are certainly the major ones in contemporary America. Many of them have obvious theoretical foundation-futuristic discourse. The rate of change in modern society is rapidly accelerating. A group of scientists and authors, knowing as futurists, have taken issue with the standard assumptions implicit and explicit in modern civilization. Educators agree that it is extremely diffi cult to give future generations the skills and information, attitudes and values they will require for future survival, but anticipation of events to come seems fundamental to the attempt. The existing educational paradigm the so called classical-traditional one with a curriculum derived largely from the past is inadequate to meet the future for as a variety of alternatives as possible. Certainly the ideas of Dewey are as relevant for global post-industrial society as they are for the progressive educators of America and futuristic paradigm is mostly based on it. It is easy to trace elements of futurism in educational theory of Dewey. His principle of the continuous reconstruction of human experience in the light of new learning is one commonly found among futuristic authors. Also the idea of making a better society though education is central to them who follow Dewey. The paper discusses the future movement, methods of futures research, such as- Delphi, cross-impact matrix, simulation and gaming trend extrapolation, etc; As well as general schools of futuristic thought. Because of diversity of future theories they are divided into groups according to general principles and shared beliefs and there is seen some overlap among them. The main schools of futuristic thought are also critically analyzed. Some leading educational futurists have suggested specifi c changes in curriculum in order to help bring up human of tomorrow. The paper discusses main characteristics of future curriculum. The paper suggests that scientists, philosophers of education and educators in Georgia have to be future-oriented if they are to prepare for a world of tomorrow which will be vastly diff erent from today.