CULTURAL KNOWLEDGE AS ANTHROPOLOGICAL SCIENTIFIC AND EDUCATIONAL PROJECT

Abstract

Contemporary anthropological challenges actualize the philosophical and cultural discourse of creativity, associated with the understanding of ways to contain destructive anthropological practices. Reflecting on creative anthropological practices, it is time to recall the «genetic» connection between culture and education, comprehended by the ancient Greeks in the concept of «paideia», which meant a combination of knowledge with skills that leads a human to happiness. In this context education becomes an anthropocultural practice that uses human-saving and human-enriching scientific and educational
technologies, including the psychological support of the educational process, educational technologies with a psychotherapeutic component. Culturological knowledge can be presented as an anthropological scientific and educational project, which raises and comprehends the questions of the interdependence of the development of human and culture from the standpoint of the creative meanings and practices of human existence. We are talking about the possibilities of cultural studies as an academic discipline to motivate students and teachers to self-realization through the disclosure of the creative meanings of knowledge – personally significant, rooted in the practice of everyday human life, awakening vitality. The human-forming potential of culturological knowledge is realized through a combination of three components – the content that reveals the interdependence of the existence of culture and the existence of a person (the creative essence of culture); human-saving educational technologies that provide psychological support for learning and have a psychotherapeutic effect; the personality of the teacher, for whom educational anthropological practices become his/her personal cultural practices, and cultural studies become his/her personal scientific and educational project.