TEMPORAL CONSTITUENT OF THE CONTEMPORARY EDUCATION: AN AXIOLOGICAL ASPECT
The article aims to examine the limitations of the «spatial-environmental» approach to education and the perception of time in terms of its instrumental and measuring meaning. The author reveals the role of temporal constituent in education, its influence on shaping the foundation of educational models regarded in the process of their transformation. Temporal components are considered in terms of their informative-communicative, existential-ontological and historical-epistemological dimensions that define certain value hierarchies of contemporary education.