Volume 24, Issue 3, 2014
Philosophy: In Search for Knowledge and Ways of Life
Grigori V. Paramonov
Language and Philosophy of Education
The modern Russian linguistics still accepts V. V. Ivanov’s idea that there cannot be a unified (“uniform”) language for everybody. This view has a direct bearing on problems of education, especially mass education. Peculiarities of language for our contem-poraries arise; the main features of their “language behavior” are determined not only by the education system. It is not necessarily school. The centuries-old language experi-ence of family life, cultural traditions outside families, and, in addition, the quality of “near” and “distant” socio-cultural interaction influence people. Therefore, trying to adjust the language consciousness of pupils to the adopted system of education, the “nominative” Etalon, teacher often gains the opposite effect—strengthening of the forms of language (active, ergative or multi-structured), which he is striving to prohibit. But a multi-systemic multicultural society does not require each person to be the bearer of all possible forms. This requires a philosophy of education based on the modern philosophy of language that supports unprofane training and education and provides safety for the person.