THE RELEVANCE OF THE THEME OF SELF-EDUCATION IN THE HISTORY OF PHILOSOPHICAL THOUGHT (CONTINUED)

The purpose of the article is to substantiate the relevance of the topic of self-education in different historical periods on the basis of comprehension of ideas about the essence, goals, and meanings of self-education in foreign and domestic philosophical thought. It is revealed that the relevance of the theme of self-education is connected with the difference in the ways (or aspects) of its problematization in different periods of the history of society and culture. The philosophical heritage differently presents the content characteristics of self-education, which act as interrelated and complementary processes of human identity. Thus, the need for self-knowledge, which has arisen since antiquity, is actualized at all times. On this basis, starting from the New Age, the processes of self-development, self-education, self-determination, etc. are realized. The study of self-education in historical dynamics shows that self-education is aimed at self-improvement, which was understood differently in each period of history. It contains the possibilities of sustainable being oneself.