摘要：In this article, the authors examine the current understanding of the foundations of the philosophy of education. Lately, when speaking about the human development and education, one concretizes that it is about the perfection of mind. At the end of the XX century, the subject of the educational impact was considered as a person, consisting of social and biological entity, but at the beginning of the XXI century the situation changed. Advances in neurosciences (RistoKalervoNäätänen, James Olds, Donald Olding Hebb, Elhonon Goldberg and others) are allowed to concretize the subject of educational impact and distinguish the material organization in a person that really makes him differ from the world of living organisms. We are talking about neural structures that are formed and developed in the human brain and which are not observed (if they are observed in different formats and with different functional manifestations) in the brain of higher animals. We are talking about consistently evolving neural ensembles of subconsciousness and consciousness which perform the corresponding functions: subconscious (unconscious) and conscious. If the consistent development of the structure of the human brain is studied by neurobiology, the development of the functions of this structure is studied by psychology. Methods, ways and means of transmission of socio-cultural heritage from one generation to another are researched by pedagogy. Therefore, the philosophy of education that considers the impact of educational technology, and global educational model should be based on the integration of research in neurobiology, psychology and pedagogy.
关键词：Philosophies of Education; Planetary and Cosmic Personality; Neurobiology; Psychology; Mind
