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ISSUES OF "TWO CULTURES" IN EDUCATION FROM THE EXISTENTIAL PSYCHOLOGY STANDPOINT

E. Zvonova, V. Budanov

Abstract

The paper examines the issue of “two cultures” (natural science and humanities) in relation to the realities of contemporary education. The peculiarities of the humanities rationale are analyzed. The authors demonstrate that educational practices are based on incorrect assumptions regarding the correspondence between intellect and affect, the non-critical perception of which promotes an undesirable dissent between the two above mentioned cultures. The historical origins of the entrenchment of such assumptions are pointed out. A hypothesis is proposed in regard to the synthesis of the intellect and affect in education, which may promote the resolution of the problem of two cultures. A form of such synthesis, which is based on the consideration of education as an existential project, and implies a link between rationality and humanitarian values, is suggested. The authors investigate the prospects of interaction between intellect and affect in relation to education in the framework of an existential project based on “heroic enthusiasm” ethics. Possibilities of utilization of logotherapy in education are demonstrated. The opportunity of resolving the problems of academic motivation and fear of education via existential psychology approaches is explored.

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