Educational Landscape as a Concept of Philosophy of Education

Serhii Terepyshchyi

Katedra Filozofii Społecznej i Filozofii Oświaty, Narodowy Uniwersytet Pedagogiczny im. Michaiła P. Dragomanowa w Kijowie, ul. Pyrogowa 9, 01-601 Kijów, Ukraina


The article analyzes the educational landscape in the subject field of the philosophy of education. Characteristics that distinguish this concept from other ways of representing educational reality are described: plasticity, dynamism, anthropology, vitality, spatialily, compositionality, semanticity, symbolism, temporality, rhythmicity, polyscale, hybridity, contextuality, situationalcity. The general paradigm of studying the educational landscape as a social phenomenon is proposed. The three poles are shown, around which the study of educational landscapes is centered: subjective ("individual"), intersubjective ("society"), symbolic ("culture"). Five basic approaches were identified: individual, typological, metaphorical, constructivist, and mythological. Prospects of research in the field of typology and methods of research of educational landscapes are outlined.

Supporting Agencies

philosophy of education, educational landscape, changes at educational landscapes

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Cited by

Terepyshchyi, S. (2017). Educational Landscape as a Concept of Philosophy of Education. Studia Warmińskie, 54, 373–383.

Serhii Terepyshchyi 
Katedra Filozofii Społecznej i Filozofii Oświaty, Narodowy Uniwersytet Pedagogiczny im. Michaiła P. Dragomanowa w Kijowie, ul. Pyrogowa 9, 01-601 Kijów, Ukraina