Basics of Fundamental Education Ontology

Contemporary sciences of education and education by itself are experiencing a deep ontological crisis. Most research works in the field of education are an ex­plication of practice, and educational activities are performed on the basis of or­ganizational schemes. The education phenomenon, being introduced into a state of essential poverty, appeals to philosophy – the only which is capable to bring to light the deep problems of education and outline its path to truth. The purpose of this work is a brief description of findings of the author’s many-year studies in the field of fundamental education ontology. The key theoretical dispositions to the fundamental education ontology and the transcendental-analytical ap­proach to its construction are considered as methodological foundations. Based on them, the transcendental organization of the education phenomenon is found that determines the structure of the fundamental education ontology. The content of its internal ontologies is revealed. Such ontological categories as the attitude to truth, ontological and imperative essences, universals, non-Kuhnian para­digms are analyzed for the constitutive ontology. The essential in the categorical composition of existentials and societals, as well as in their ontological pairs, is presented for the anthropo-establishing ontology

Categorical variable · Field (mathematics) · Higher education · Key (lock) · Ontology · Phenomenon · State (computer science) · Transcendental number · Digital Education and Society · Educational Challenges and Innovations · Ukrainian Legal and Forensic Studies