Abstract

The author of the article analyzes the problem of logical and philosophical boundaries of the concept of «education». This topic is urgent and requires a philosophical explication. It has a connection with the problem of the correlation of concepts: «education», «teaching», «upbringing». The author systematizes the main variants of this relationship. As a result, the author suggests three main schemes. The first scheme has one component. Consequently, the concepts of «education», «teaching», «upbringing» are identical. This scheme has several options. The first option has such characteristics: education and teaching are identical, knowledge and mental development take precedence, the upbringing plays a minor role. The main characteristics of the second option: upbringing is a pedagogical concept that forms a system. Upbringing has a wide significance. The first scheme is «upbringing teaching», modern higher learning, upbringing of a «new» person in the USSR. The second scheme contains two components. The concepts of «education», «training», «upbringing» are not identical. Training and upbringing are interrelated, but they are not identical. The concept of teaching has a connection with modeling, schematization and the creation of learning situations. Learning has a connection with intellectual development and a semiotic basis. The concept of upbringing has a connection with the immediate experience of the situation. Upbringing has a connection with moral qualities and an axiological basis. Teaching solves the problem of preparing children for life. Upbringing solves the problem of including children in life. Consequently, education has two subsystems: teaching and upbringing. The first and second schemes are common. The third scheme is new. It consists of three components. The concept of education includes three concepts: «teaching», «upbringing» and «development». This scheme may be of interest to researchers, but it needs to be refined.