Образ человека будущего, Том 7 (СИ)

This significant lack of attention in the "National Report..." to the peace education clearly demonstrates the need for the conceptualization of theory and practice in the current war in Ukraine. Nevertheless, student"s or teacher"s progress in the peace pedagogy does not guarantee their safety from the war challenges to human being. Peace pedagogy, in fact, establishes an utopian goal: to form the peacefulness of education subjects unconnected and considering the a lot of factors those impact on making decisions resort to war on their territory, most of which are made neither by them, no by their compatriots or their government. Wars and conflicts do not occur due to the lack of education and training; more than likely, they are started and planned by well-educated rulers those manipulate by ignorance and roughness of their subjects.

Therefore, for the holistic or integrated understanding of the culture of peace for the needs of education, the importance of philosophical knowledge of the nature and causes of modern wars, armed combat and non-military forms of confrontation, defense issues, particularly within the philosophy of education not only of Ukrainian one, but of the world, where subjects of the philosophy of war considered insufficiently, increases significantly. As some exceptions is speech by Michael Barber "Brief Remarks on Education and the Causes of War" [Barber, 2009]. Barber tried to find out the causes of war and thought about kind of educational capacity to eliminate them, in particular, he defined the question: "How does your life help to remove the causes of war?" as a challenge for everyday activities and education through the life.

Therefore, on developing pedagogy of peace we should consider an ontology of war and peace in it. The necessary amount of philosophical work in this field are exemplified in the book Oleg Bazaluk [Bazaluk, 2017]. Using concepts of geophilosophy, neuroscience, psychology, philosophy, social and military history, the author tries to find out the axioms of philosophy of war and peace and prove that the war and peace are the ways to achieve regulatory compromise between the active principle of the human psyche and the external environment. From the theory of war and peace proposed by Oleg Bazaluk one can follow that the transition from war to peace largely depends on the effectiveness of educational technologies [Bazaluk, 2017; Bazaluk, 2017a].

The next constructive approach, bringing into education some conclusions of the philosophy of war, presented by Sergey Pereslegin in his book "The Sum of Strategy", understanding the term "war" in the most general sense as "any conflict in which survival of the enemy in any sense: physical, social, economic, professional does not seen as an essential boundary condition." This author believes with good reason that "modern education with all its best prepares the student to be a soldier, trained on several basic techniques. There is no unified system of military training in modern democratic states, and views of most people on antagonistic conflict problems are at the level of the cave." According to Sergey Pereslegin, the

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Pedagogy of Peace and Philosophy of War: the Search for Truth by Serhiy Klepko

basic idea of military science, the art of war should be the wealth of every educated person as "impossible to be master in advanced mathematics of peaceful life, being poor in the arithmetic of war" [Pereslegin, 2013].

Only such strategic approach to education based on the philosophy of war fail to meet the requirements of the development of pedagogy of peace. In the future the shape of the peace education system will be depended not only on technological trends and strategies for mastering the sum of war and peace, but on how education will dare to be true for its subjects and its ability to explore in own content the boundary problems of social and personal life, particularly, the eternal human dream of peace, which is reflected in the continuous history of writing Treatise on perpetual peace [Treatise, 1963].

In this context, we note that under conditions of expanding of military confrontation and tensions, researches in "geophilosophy" in the world are intensified, too. Summarizing the intentions of various definitions of "geophilosophy" one can consider it as the search for man"s place in the world and the territory for him. Geophilosophy is a particular social or individual concept of conflict resolution as for truth and earthly being described by Ukrainian writer of the 19th century Panas Myrnyi in his work "Khiba revut" voly, yak yasla povni?" (In Ukrainian, 1880) "Do the Oxen Low When the Manger is Full": "Because no truth on the Earth... no good... and no land... gone!... The land was gone than all gone ... No land - no life" [Myrnyi, 1990]. Alienation of people from the truth and land, corruption of the land relations in society, including primitive functioning Land Cadastre in the modern Ukraine are the factors those rise geophilosophical discontentment, concentrated in aggressive behavior of many people. Therefore, for the philosophy of the pedagogy of peace is important to explore the complex of problems revealed by Heidegger in the relations between categories of "Alethea" and "Earth" in a comparative analysis of the concepts of "truth" and "untruth" [Miroshnikov, 2013].

 References

Andrushchenko, Viktor. Pedagogy of Peace: Actuality of Theory and Practice. In Higher Edu-cation of Ukraine. 2, 2014: 5-12.

Barber, Michael. Brief Remarks on Education and the Causes of War. Moscow School of

Social and Economic Sciences. 12 December 2009. http://www.eduwonk. com/Barber-MosccommDec%2009.pdf.

Bazaluk, Oleg. The Theory of War and Peace: The Geophilosophy of Europe. Newcastle upon

Tyne: Cambridge Scholars Publishing, 2017.

Bazaluk, Oleg. The Problem of War and Peace: а Historical and Philosophical Analysis. In Philosophy and Cosmology, Volume 18, 2017a: 85-103.

Bezkorovaina, Olena. Pedagogy of Peace: Definition, Tasks, Ways of Realization. In Pedago-gy of Tolerance. 3-4, 1999.

Demianchuk, Anatoliy, and Stepan Demianchuk. Theory of Teaching Pupils on the Ideas of

Peace. In Modernization of the Educational Content and Approaches in Schools. Rivne: RDGU, 2000: 149-197.

McGregor, Sue. Prospective Philosophical Foundations of Peace Education. In FactisPax. Vol.

8, N 2, 2014: 150-166.

Myrnyi, Panas. Do the Oxen Low When the Manger is Full? Kiev: Dnipro Publishers, 1990. Miroshnikov, Oleg. Categories of "Aletheia" and "Ground" in the Philosophy of M Heidegger.

In Culture of the Greater Black Sea Area Peoples. 254, 2013: 213-216.

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