THE PARADIGM OF THE "ADULT HUMAN" IN EDUCATION FOR THE MODERN WORLD

Background. The purpose of the article is to determine the anthropological foundations and substantiate the paradigm of the "adult human" for modern education. Relevance is due to the confrontation between the humanistic and managerial paradigms and the competition of the main post-industrial scenarios, as well as the purpose of education to develop a person capable of understanding the problems and challenges of the world and responding to them. In this light, the problem of the "adult human" that has not been sufficiently understood until now is especially relevant: the mode of maturity – the state and way of being of a person, opposed to the immaturity manifested in adults. Materials and methods. The study is carried out based on the perception of the phenomenon of a person as their experience in the phenomenological approach, as a result of which the author's anthropological concept of the layering of experience, which has a complex nature, is developed. A special place in the study is occupied by the concept of subjectivity, developed in the vein of the philosophical voluntaristic tradition. The problems of the modern world and education are analyzed based on the works of foreign and domestic philosophers and scientists who have studied civilizational and mental processes in society and education. Results. The author's anthropological concept encompassed the layers of experience: "order" – common to all phenomena, "living", in which the unity of its experience with all life is revealed; "living being", which determines the experience of animals in general; and "human-in-particular" – phenomena specific to humans. The mode of "adult human" is defined as a complete identification of the essential characteristics of each of the layers of human experience, as well as the ability to act in relation to another/others corresponding to these layers as a result of development, realizing the deployment of human subjectivity. Conclusions. Based on the achieved anthropological understanding, the proposed solutions for education are defined, taking into account the interpretations known in history, as well as the ideas of everyday consciousness about it and the phenomenon of "essential education". The educational paradigm of the "adult person" is affirmed in a number of basic principles: orientation towards the anthropological mode of maturity; "turn to subjectivity"; otherness; humanistic and anthropo-subjectivity nature of the paradigm. The latter means that a person is taken not as the centre of the Universe in the picture of the world, education and culture, but in the perspective of subjectivity, manifesting in its existence the unity of oneself and the other/others, due to which the centre of attention of education becomes the responsibility of a person.