The article examines the transformation of mechanisms for authority formation within the context of digital culture, where traditional foundations of trust – biography, corporeal presence, and moral consistency – are giving way to rhetorical effects of visibility, stylistic coherence, and the algorithmic circulation of images. The relevance of the study is driven by a radical shift from a subject-centered model of persuasion toward post-identity forms of authority that function without guarantees of authenticity or personal responsibility. The purpose of the article is to provide a philosophical and rhetorical analysis of digital ethos as a specific form of paideia: not as an institutional system of education, but as a mode of orientation within a rhetorically overloaded space, where learning occurs through adaptation to algorithmically shaped patterns of trust. The methodology is rooted in an interdisciplinary approach combining classical rhetorical theory, the philosophy of discourse, and contemporary digital media studies. The central object of analysis is the avatar as a rhetorical event – a point of intersection between image, algorithm, and cultural expectations. It is argued that digital ethos emerges through interface consistency, the aesthetics of credibility, memetic power, and the paradox of presence-absence. The results demonstrate that in the digital age, persuasiveness does not require physical presence; instead, authority is constructed through the repetition, recognizability, and stylistic consistency of the image. Digital ethos marks a shift from education as the transfer of knowledge to education as navigation, where authority is constantly reconstructed. The “void” functions as a productive pedagogical strategy that compels the independent construction of understanding through disorientation. The conclusions open a space for rethinking educational practices in a post-identity culture, where critical thinking requires the recognition of rhetorical mechanisms used to construct authority within an algorithmically mediated environment.
The main reports of the All-Ukrainian scientific conference «Philosophy of Education in Ukraine», which took place on May 8-9, 2026 in the city of Ostroh to mark the 450th anniversary of the Ostroh Academy, are considered. Participants from more than thirty organizations presented fundamental philosophical concepts at the plenary and sectional meetings «Philosophy of Education in Ukraine and the World», «Political Philosophy and Problems of Education», «History and Modernity of Ukrainian Philosophy». The round table «Missions of a Modern University» was devoted to discussing the challenges in education and science in Ukraine in the context of the Russian-Ukrainian war, the development of value-based leadership, the usage of artificial intelligence (AI) in the university environment, etc.
Relevance. The year of 2026 marks the centenary of the birth of the outstanding Ukrainian philosopher Vladlen Lutay, who was one of the founders of the entire direction of philosophy of education in Ukraine, and such an anniversary becomes an occasion for an analytical review of his ideas on the conceptualization of philosophy of education and on relevant prospects for the current development of the study of this issue. The purpose of the article is to study the creative heritage of Vladlen Lutay in the context of the main problems of philosophy of education today. Methods. Using analytical, dialectical, synergetical and other methods, the ideas on the conceptualization of philosophy of education and its main directions, put forward by Vladlen Lutay in the publications of the 1990s-2000s, are being considered, as well as their correlation with the current needs and trends of philosophizing about education. Novelty. It is noted that the vision of the main contradiction and the main mission of philosophy of education outlined by Vladlen Lutay has not only not lost its relevance in the 2020s, but appears even more urgent than in the mid-1990s and in the first years of the millennium. In the situation of unpredictability of today’s world, a synergetical understanding of education as a “movement to advance”, as well as the place of human in a world where AI-based technologies are widespread, are becoming even more relevant. Conclusion. The philosophy of contemporary education as a combination of the idea of the substantial unity of opposites and the idea of appreciation of a unique individuality that cannot be reduced to a certain general essence reveals the possibility of finding a “third synthetic path” between monism and pluralism – and the transition from selfish anthropocentrism to an anthropocosmic system of interaction between humanity and nature, based on the principles of environmental friendliness and sustainable development, as well as achieving mutual understanding between representatives of different cultural and Weltanschauung positions.
Relevance. If the environment continues to deteriorate, the Anthropocene could be a short geological epoch followed by humankind’s extinction. Some might assume that education should shoulder the responsibility for solving the problem – or at least prepare young people for life in a post-anthropocentric world. The formal education systems still tend to reproduce the current speciesist epistemology. This can be understood as a continuation of knowledge in the service of capitalism, which is not conducive to helping raise students’ awareness of a posthuman ecosystem. Purpose. This essay critiques the role of formal education in addressing the environmental crisis in the Anthropocene, arguing that institutionalized education perpetuates capitalist epistemologies that exploit nature as a standing reserve. Methods. As an antithesis, this paper proposes scholé – inactivity and contemplation – as a pathway to environmental stewardship, rooted in Greco-Roman philosophies and extended through Pieper’s concepts. Calculative thinking, which frames the world instrumentally, is also positioned against contemplation owing to the latter’s secularization. Novelty. Heidegger’s “fourfold” (earth, sky, divinities, mortals) is presented as a framework for metaphysical contemplation that suspends calculative thinking, fosters poetic dwelling, and reveals concealed meanings in nature. Conclusion. Heideggerian fourfold contemplation, as a scholé activity, should be encouraged in light of formal education’s ambiguity with regard to addressing the climate crisis caused by capitalism’s self-correcting engine. This article outlines a classroom design that applies Heidegger’s fourfold to everyday objects; two photographic examples are used to illustrate how Heideggerian contemplation can be implemented.
Relevance. Giftedness research has produced a rich plurality of perspectives, yet the field lacks a unified framework that can account for the dynamic, multi‑layered nature of gifted development. The purpose. This article offers a novel synthesis by introducing the triad model, originally developed in the philosophy of science, as a comprehensive framework for conceptualising and fostering giftedness. Methods. Drawing on seven recent Ukrainian studies and the extensive international literature cited therein, we demonstrate that the triad model uniquely integrates the ontological, cognitive-structural, social-leadership, evolutionary, creative-integrative, methodological, and quantitative-assessment dimensions that have so far been treated in isolation. The model posits that any mature concept (including giftedness) consists of three co‑evolving components: the the referential domain and resources of giftedness Base (B); the the symbolic and cognitive frameworks used to describe and nurture it Representation (R); and the procedural, theoretical, and institutional mechanisms Linkage (L) that connect B and R. Novelty. We introduce the principle of asynchronous evolution, which explains how the three components change at different rates, creating both continuity and transformative shifts in educational practice. By applying this framework to the Ukrainian context and synthesising findings from the seven foundational studies, we show how it resolves the fragmentation in current research, provides a theoretical foundation for national talent development systems, and offers actionable guidelines for curriculum design, teacher training, and policy. Conclusion. A shift in research from static definitions to dynamic ecosystems of gifted development is needed, as well as the practical tools, including illustrative scenarios, a teacher’s guide, and an empirical research agenda, to facilitate implementation.
