SUMMARY

A number of factors determine actuality of the philosophical study of the worldview phenomenon, first of all it is existing crisis worldview occurrences in the life of a European civilization man.

There exists traditional definition of worldview in social consciousness. It is defined as a specific form of man's spiritual and practical adaptation of the world, system of views that gives a holistic idea of the world, of man's attitude to the world and of his place in it. This definition is not sufficiently capacious for the analysis of the given phenomenon. Though this generally accepted formula is evident and «transparent» it looses its completeness and power of the methodological regulator. It makes contradictory understanding grounds possible, meanings indefinite that hinders possible correlations of the concept meanings and the worldview discourse itself. It mainly happens due to misuse of the concept «worldview» in its particular or transformed meanings, in ideology and science including and as the result it has got a status of false consciousness. And, finally, the worldview concept has its origin in the «classical mind» paradigm and is still under its influence which considerably limits its methodological potential.

Carried out in the book worldview ontological and methodological analysis touched upon a number of problems and trends in philosophical and methodological research. First of all the author studies the evolution of the «worldview» concept meanings in the history of philosophical thought; the following stages have been

revealed: 1) origin and functioning of the concept as the holistic premised knowledge; 2) the stage of gnoseological worldview analysis deepening and widening and its meanings «disintegration» into descriptions of worldview forms and fUnctionals; 3) the stage of «synthesis» and reconstruction of the worldview concept meanings integrity. Origin and transformation of methodological «worldview absence» myths have been studied as a peculiar form of the «worldview» concept meanings evolution.

Methodological key elements of worldview reflection have been determined. At the same time, special emphasis was placed on its ontology and analysis of correlation of concepts «related» to worldview: «man», «education», «culture» and «nature», a stress was put on the necessity of profound study of this phenomenon from three main points of view - the ontology of man, social ontology and the ontology of education. This work gives grounds for methodological significance of man's worldview recognition as an integral part of his being in the world.

An approach to worldview has been outlined on the basis of the phenomenological method that implements holistic, worldview philosophical analysis proper; in the worldview analysis the heuristic potential of this method has been revealed. The worldview architectonics was studied on the basis of the phenomenological method, its structural components were revealed - myth and ideal, existentials' types and forms, correlations of worldview forms and functionals; the study revealed intentional nature of worldview and worldview values (which is displayed by its dual links: «spiritual - practical», «immanent - transcendent», «finite - infinite», «eternal

- transient», etc.), contextual relations, worldview transformations

- «transitions», «conversions», 'transfers», «substitutions» and worldview forms transformation mechanisms.

Having devoted a considerable part of this work to the study of the worldview concept development in the historical-philosophical tradition, primarily in the German philosophical classical literature, the author reconstructs the thinkers' views held on worldview in their philosophical ideas context, those of I. Kant, F Schleiermacher, W. Dilthey, E. Husserl, M. Heidegger and K. Jaspers, their logic of developing meanings of this concept, demonstrating diversity and depth of their approaches to the worldview reflection in the context of their original

philosophical systems and also in the context of general cultural- historical tendency of philosophism. On the whole historical- philosophical analysis of the concept worldview meanings formation let the author draw a general conclusion about the existing tradition of the worldview phenomenon research, about the formation of the capacious notional potential of this phenomenon, about the wealth of informative motives and how multifaceted its functional purposes are.

Carried out analysis highlighted the perspective line of the reflexive worldview phenomenon analysis that took shape in the history of West-European philosophy and was made on the basis of methodology that overcomes the restrictions of scientism logic and classical rationality in the life philosophy contexts, existential and phenomenological philosophy and «anthropological» turn in philosophy. At the same time there was displayed the general research background of the further analysis of the worldview phenomenon and of possible clarification ofthe meanings of its notion. The interest to fundamental ontological relation «human being - universe» and to the existential - phenomenological problem of human in a human being has become this very background, in essence it is the interest to the problem of morality ontology and to fundamentally connected with it education ontology problem.

The final part of this book «Worldview and Education» contains an effort of ontological reasoning of this unity that gets its existential manifestations in the man's being.

present. Education decodes signs, symbols and culture images and transforming them into worldview forms transfers cultural experience into everydayness context. Through worldview, world understanding and world-attitude man demonstrates measures of actualization and adoption of cultural experience by existence. At that education appears to be the most important and necessary form of manifestation of «entity» of being. It is called upon to keep the essentials of existentia in the worldview and culture perspectives. Worldview brings into education an imperceptible, not grasped mentally a moment of being, that determines the most of man's existentia, which can be called «break through to transcendent» (P. P Gaidenko). Beyond the worldview paradigm of education «transcenzus» reality is made vapid and taken away from the sphere of education. Having lost it, as the author proves, education looses its spiritual essence.

Nowadays education sphere turned out to be practically deprived of distinctly expressed worldview landmarks, contrary to the logics of being and culture ontology. When answering the question «Why and how could this gap take place and get the status of existential ?» the problem of Man's life path arises, and the research of worldview­education moves into the sphere of existential phenomenology and discourse of «eternal» philosophical themes of being, time, history, contemporaneity and transcendence (I. Kant, K. Jaspers, M. Heidegger). In a new way there arise questions of man's mind potential, that haven't been made clear and explained to man by education.

At the same time it is important to emphasize that existentially- phenomenological discourse is becoming more solid and perspective as opposed to universalist metaphysical schemes and intentions of the classical mind logics that take one away from the essence of raising the above mentioned problems. The discourse leads the worldview analysis to clarification of its entity through existential, through clarification of «being- in» reality of many-sided forms of its existence, the sphere of everydayness including. While speculating about the «entity» of being M. Heidegger takes methodological «ontology as phenomenology» point of view and explicates entity in existentia as «care», «being- in» or «worldliness of the world». With this approach concern about the education phenomenon as a necessary form of «involvement» into being and self-fulfillment of man who is being in the world appears as one of the key problems of «there-being» and is designated as education paradox in the

context of this research. The author calls it worldview paradox of contemporaneity, and the combination «worldview-education»- fundamental ontological relation of man's being in the world.

Existentially-phenomenological turn of education study in the worldview contexts lead the worldview analysis to the necessity of understanding of the key existentials of being and eventful modi of human presence in the world.

In its turn ontological approach to worldview and analysis of this important attribute of man's being in the world from the authentic natural position of this complex integrity - existentially- phenomenological method reveals rich analytical potential of this methodology, its perspectives, possible correlations with different research approaches including, which are based on methodological interaction and synthesis of cognitive practices.