THE NATURE OF FORMALISM: THE PHILOSOPHICAL-EDUCATIONAL DIMENSION

Abstract

Summary. The purpose of the work. The article deals with the nature of formalism as a phenomenon in the modern educational space, with the focus on a categorical understanding of “external (formal) form”. Methodology. Since the focus is on the categorical understanding of the relationship between form and content, the doubling of form into meaningful and formal form, the article uses a dialectical-logical methodology. What is important is that it is capable of operating categories not merely as “general concepts” but as meaningful forms of thinking that are identical in their movement to the essential forms of being as such. Scientific novelty. It is shown that it is the dialectical and logical approach to the categories of group “form”, namely, “content” and “form”, “meaningful form” and “formal form” that enables us to see within the philosophical and educational discourse the true nature of formalism, which detaches form (external) from the content and gives it a certain independent existence, which, in turn, misleads educators. It is argued that outside of the categorical dimension, conversations about “formalism” (in one area or another) will remain only “conversations”. Conclusion. The formal form has some meaning. However, when such a form pretends to be content as such, we are dealing with formalism. This is especially evident in the current educational process. Formalism is the opposing of the external form to the very essence of the case, when that form is considered the essence of the case. Therefore, step by step formalism destroys education.