EDUCATIONAL LANDSCAPE IN THE SUBJECT FIELD OF THE PHILOSOPHY OF EDUCATION

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 shpown, around which the study of educational landscapes is centered: subjective ("individual"), intersubjective ("society"), symbolic ("culture").