EXISTENTIALISM IN THE METAMODERN: PHILOSOPHY OF EDUCATION, APPLIED LINGUISTICS AND LEGAL СONSCIOUSNESS

Abstract

The presented work deals with a comprehensive philosophical and anthropological analysis of the existential foundations that determine the vectors of modern humanitarian transformations. The priority goal of the research is to substantiate the role of existential psychology and philosophy as an integrative base for the radical reform of educational strategies, legal culture and discursive space of communication in the metamodern era. The authors argue that it is such a conceptual platform that should become the foundation for the renewal of institutional practices in a crisis society.

The methodological basis of the researched work is a synthesis of three fundamental approaches that allow us to cover the multifaceted nature of the object of study. First, the phenomenological method is used to analyze intentional acts of legal consciousness and identify hidden mechanisms for the formation of value orientations. Second, a hermeneutic approach is used, aimed at interpreting the meaningful life constructs of the individual. Third, the dialectical method is used, which allows us to expound the sharp contradictions between individual freedom and social normativity.

The key anthropological focus of the article is to reject deterministic and abstract understandings of law and education. Instead, these sociocultural phenomena are consistently viewed through the prism of real human experience, in particular through the categories of choice, borderline situations, and personal responsibility.

The scientific novelty of the work lies in the theoretical substantiation of the concept of «post-existentialist thinking». This concept allows us to overcome the classical pessimism and tragedy of human loneliness, offering instead a model of constructive communication within the modern linguistic and cultural space. The researched work analyzes for the first time the points of contact between the radical freedom of the individual and the imperative requirements of legal positivism. Special attention is paid to the transformation of the intentions of the subject in the normative and legal field, where the existential act appears as the fundamental basis of legal responsibility.

The results of the work convincingly demonstrate the need to transition from a technocratic to an existential and centric approach in the humanities. It is proven that law and education in the conditions of metamodernity should function not as tools of external control, but as a space for self-realization and authentic human existence. The practical significance of the results obtained lies in the possibility of their implementation in the development of innovative training courses in the philosophy of law and philosophical anthropology, as well as in the creation of new psychological models of the formation of the ontological stability of the individual in the face of the challenges of the global value crisis.

The conclusions emphasize that the future of educational and legal strategies depends on the establishment of the principles of dialogue, humanism and the internal responsibility of the subject for his own spiritual development.