The culture of thinking and the transgressions of modern education

The sociocultural transgressions of modern education, which caused its systemic crisis, are investigated. The role of the culture of thinking in the educational process is considered by the example of the study of philosophy. The methodological directions of the modern philosophy of education are analyzed. The main paradigms of education are studied: classical (education is directed to the person) and non-classical (education is directed to the market). The objectives of the market educational paradigm, fixed in the Bologna Declaration, are analyzed. The thesis is substantiated that the Bologna system was a hidden variant of Eurocentrism, on the basis of which there was a transition from the idea of a human creator to the formation of a human machine, a "desire machine" – a consumer with a narrow outlook and a primitive culture of "short" thinking. It is argued that the fundamental causes of the education crisis are not outdated methods and educational technologies, but the transgression of the ultimate foundations of human culture itself. It is shown that the modern philosophical metamodern returned to Plato’s idea that the history of humankind is a pendulum-like oscillation between logos and chaos or, in another interpretation, a circular movement of historical forms. It is argued that in order to overcome the crisis of the modern education system and return to intercultural dialogue, it is necessary to abandon the Bologna system.