Inclusive Education as a Norm of Cultural Creativity: Philosophical and Theoretical Aspect

Abstract

The complexity, fluidity and diversity of our world make the principles of inclusion a defining parameter 
of the functioning of all spheres of social existence. The principles of inclusion cease to be something special 
and isolated and claim to become universal imperatives for the organization and functioning of all spheres 
of social life.
 In recent decades, there has been a perception that the development of inclusive education is one of 
the key prerequisites for building an inclusive society, if it considers the diversity of students not as a problem 
but as a challenge to identify individual talent in all its forms and create conditions for its prosperity. 
Gradually, an understanding emerges that the need for diversity and fluidity of the world requires the 
establishment of openness, responsibility, tolerance and inclusion, as everyday realities of social existence, 
puts before education the task of transforming traditional principles of teaching and education. Thus, 
inclusion involves the affirmation not so much of formal and highly specialized values of openness and 
inclusion, as the constitution of such forms of communication and interaction between participants in 
education and upbringing, which make inclusion a necessary attribute of self-fulfillment.
 The study raises the question, to what does inclusive education involve all those involved in the 
learning and education process? What exactly is education designed to open? And finally, what forms of 
interpersonal communication and interaction can meet not only the formal criteria of inclusiveness but also 
realize such a meaningful parameter of any education as the development of human subjectivity? In the 
context of these issues, inclusive education is seen by us not as something specific and special, but as an 
imperative for the transformation of the entire educational space, as education for all.
 The purpose of the article is related to the fact of inclusion as an important parameter of transformation 
of political, social and economic institutions of modern society. In this context, inclusive education is an 
important factor in the formation of an inclusive society, which highlights the need for theoretical 
understanding of the principles of its development as well as identification of its role and importance in the 
transformation of the education system in general. Our study aims to identify the general cultural basis for 
the implementation of inclusion in education and upbringing as a necessary condition for the development 
of human subjectivity.
 The authors conclude that the establishment of the discourse of inclusive education must be carried 
out in accordance with its logic of human subjectivity. Inclusive education, as education for all, is designed 
to teach all children and adults to learn. The implementation of the principles of inclusion in the process of 
teaching and education requires the transformation of interpersonal relations, which are immanent in the 
education system, from “subject-object” to “subject-subject”, from monologues to dialogic relations. 
Education for all becomes possible in the situation of revealing the subjective content of culture, i.e., such 
content, which is manifested in the appeal of one person to another. Such a transformation cannot take place 
only in the learning environment of children with special needs. It is a necessary prerequisite for the 
normalization of the entire education system.