THE PHENOMENON OF ANSCHOOLING IN THE CONTEXT OF UNDERSTANDING EDUCATION AS A WAY OF GAINING FREEDOM

Abstract

The purpose of the article is to identify the extent to which the phenomenon of unschooling is a strategy of liberation and to what extent it retains negative dimensions of repression.

Methodology. The study based on philosophical discourse leads to the consideration of the phenomenon of education in its substantive and boundary dimensions, which is associated with the conceptualization of childhood in the context of freedom as a factor that constitutes human existence. Thus, pedagogical reflections are closely intertwined with anthropological reflection, which activates both the experience of in-depth reading of literature and one's own experience, which sometimes appears unformed verbally, but nevertheless creates the basis for perception.

Scientific novelty. The ambivalence of the phenomenon of unschooling is documented: there is a need to take into account the student, his or her reactions and perceptions, but the main point is not to replace the teacher's dictate with the student's dictate – the fact is that the relationship takes the form of two consciousnesses turning to the subject that unites them, which eliminates the dictate of someone's self, and thus there is a space of freedom from subjective bias and the content is dictated by the subject itself. The second important point is the understanding of the phenomenon of freedom in the context of the ability to be oneself, which is not given by the fact of birth, but becomes a task, prompting a long patient work on one's own subjectivity, and it is about gaining freedom not only from the pressure of social prohibitions, but also from the violence of one's own needs and attachments. However, there is a danger of increasing social atomization and confinement of the student by the dimensions of the family, when the dictates of society are replaced by the dictates of parents.

 Conclusions. Although out-of-school education is not an invention of our time, it can be considered innovative, given that innovation is an implementation that increases the efficiency of the process. But efficiency is achieved by eliminating the responsibility of social institutions, which throws parents and children into competition with the world.