ANTHROPOLOGICAL TURN IN POSTMODERN EDUCATION AGAINST THE BACKGROUND OF TECHNOLOGIZATION OF SOCIETY

Abstract

The article provides a comprehensive philosophical and anthropological analysis of the transformation of the educational space in the context of the rapid transition to a networked information society. The paradoxical situation is investigated, when global technologization and the introduction of innovative digital tools into the educational process lead not only to the expansion of cognitive capabilities, but also to the alienation, instrumentalization of thinking and the loss of subjectivity of participants in educational interaction. The objective necessity of an anthropological turn in postmodern education is substantiated, which involves a radical shift in focus from technical equipment to man as an absolute value and the main creator of meanings. The methodological basis of the investigation is the phenomenological method (E. Husserl, M. Heidegger), which returns research attention to the existential lifeworld of the individual, the hermeneutic approach (H.-G. Gadamer), aimed at understanding the deeply dialogical nature of the educational act, and the concept of deconstruction (J. Derrida), which allow for a critical rethinking of logocentric pedagogical narratives. The ideas of the philosophy of technology (B. Stigler) and the theory of the network society (J. Van Dijk) are analyzed to conceptualize technologization as a total environment that determines new ways of human existence. It is proven that authentic education in the era of digitalization requires empathy, recognition of the uniqueness of the Other and careful cultivation of language culture as a counterweight to algorithmic clip thinking. Special attention is paid to the Ukrainian context, in particular to the conceptual principles of building a national school that embody the ideas of child-centrism and partnership pedagogy against the background of overcoming digital inequality. It is concluded that an adequate response to the civilizational challenges of postmodernity is the rejection of rigid standardization in favor of flexible educational trajectories and the development of competencies that are not amenable to machine algorithmization. The anthropocentric paradigm is defined as a key condition for preserving the humanistic core, the development of critical reflection and the spiritual survival of society in the era of total digital reality