LEGITIMATION THROUGH EDUCATION: PHILOSOPHY OF FORMING THE MOTIVATIONAL SPHERE OF FUTURE CITIZENS

Abstract

The article examines how education forms a close relationship between motivation and legitimation in people’s behavior. Using the example of democratic legitimation, it is demonstrated that the democratic experience of education instills democratic values in pupils and students that motivate them both to study and to their responsible behavior as citizens in the future. Democratic practices in education are considered as a source of motivation for democratic behavior – as opposed to authoritarian and totalitarian practices. The main characteristics of motivation in education are considered – based on a review of relevant foreign scientific research. The philosophical basis for distinguishing typologies of motivation for behavior in education and typologies of motivation theories is outlined: the emphasis is placed on the priority of practical guidelines over abstract theories of motivation when choosing ways to motivate students to study. The interdependence of teachers’ motivation for teaching and their students’ motivation for studying is revealed. Caring for other participants in the educational process is defined as a motivational factor that not only cannot be replaced by AI, but also helps to better overcome the challenges of implementing AI in education, which can reduce students’ motivation to learn, and teachers’ motivation to teach. The legitimacy of higher education both among the participants in the educational process and in society as a whole should be based on the ability of modern education to successfully adapt to the implementation of AI in education. To do this, modern education should strengthen its engineering and technical components, however, the key tasks for higher education related to adapting to the challenge that AI poses to modern society are still related to the humanitarian component of education.