Abstract

The purpose of the research is to highlight the philosophical dichotomy of traditional and innovative ways of building educational strategies. Philosophy is designed to highlight the positive and negative aspects of the educational paradigm. In contrast to the educational understanding, philosophical analysis is in constant search of optimising the strategy of educational progress. The difference between educational and philosophical-educational approaches lies in the scale of theoretical and methodological understanding and practical implementation of projects in the education system. While the education is focused on achieving results in real-time or in the short term, the philosophy offers strategic guidelines for the development of education in the context of global socio-cultural development. In this context, the aim of the study is to highlight the axiological aspects of the philosophy of education of the future. Methodology: The methodological basis was a combination of general scientific, pedagogical, and philosophical methods. In order to achieve the set goals, two main methodological approaches of the modern scientific and philosophical paradigm were used: dialectical and synergistic. By contrasting the fundamentality and dynamism of the functioning of the educational system, the realisation of the prospects of the model of educational development is achieved. Results: The results of the study indicate that the synergistic interaction of traditions and innovations ensures the stability of the educational system and the ability to progress in the context of civilizational progress. In the modern scientific and ideological paradigm, there is a balance of traditional and innovative dimensions, but the dynamism of modern civilizational development can ensure the process of the dominance of the innovative component associated with the functioning of information and digital technologies. Scientific Novelty: The scientific novelty of the study is an attempt to determine the priority format of interaction between the traditional and innovative components of the educational system. The philosophy is intended to complement the scientific and pedagogical and organisational and educational clusters of this interaction by providing value guidelines for the educational space. Conclusion: Any educational activity is correlated within the educational system (demand, expediency, effectiveness) and is consistent with the worldview principles of the modern worldview. Thanks to philosophical and educational guidelines of an axiological nature, the status of traditions and innovations in education is balanced.