The event of knowledge is a disappearing phenomenon in modern education: an experience of philosophical and psychological understanding
DOI: 10.23951/2307-6127-2026-2-110-120
This article problematizes and conceptualizes the phenomenon of the “knowledge event.” It analyzes the contexts of knowledge consideration in contemporary interdisciplinary discourse, revealing its substantive properties from the perspective of non-classical epistemology. Drawing on an existential-phenomenological approach and the ideas of intuitionist philosophers, it substantiates the proposition that effective and “living” knowledge (as an affective-intellectual integral of human educational experience) is derived from the event of knowledge and the event-related aspects of thought and educational practices. These practices are indispensably accompanied by selftranscendence and self-transformation of the subject of knowledge. Knowledge, embodying the synthetic unity of thought and experience, is viewed as the ideal of humanities education, the realization of which presupposes bridging the gap between human modes of life and cognition. It is shown that such knowledge, which has become an affective-intellectual integral part of a person’s meaningful and personalized educational experience, is a consequence of the event of knowledge. The phenomenology of the experiences and states of a person involved event-wise in the experience of comprehending knowledge at the level of an existential attitude toward thinking and education is revealed. The event of knowledge is experienced as a harbinger and phenomenological marker of a qualitatively new, intense, and personally significant educational experience, presupposing the transcendence of the person as a subject of knowledge beyond the boundaries of established methods of conceptualizing and understanding reality. The conditions necessary for the actualization of the event of knowledge in educational practice are considered, such as the affective-semantic connection of educational subjects with the subject of knowledge, participatory engagement in joint thought activity and educational dialogue, as significant contexts of one’s own lifeworld. The properties of the “knowledge event” phenomenon are described: non-disjunctiveness, dialogicity, chronotopicity, and autobiographical nature. Attempts to incorporate event-based education ideas into the discourse of the competency-based approach are critiqued. This is done by revealing the fundamental differences in the philosophical foundations of these educational doctrines. The trends toward the devaluation and loss of event-based components of education in modern humanities universities are analyzed. It is shown how these trends manifest themselves in the transformation of educational communication, students’ attitudes toward knowledge, and the quality of their textual activity.
Keywords: education, knowledge, event, event of knowledge, thinking
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Issue: 2, 2026
Series of issue: Issue 2
Rubric: PSYCHOLOGY
Pages: 110 — 120
Downloads: 5