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Abstract
In the study of business education from the standpoint of the philosophy of education it is necessary from the definition of a common worldview-values foundations and basic philosophical principles of methodology of philosophy education to transit to particular philosophical research methods, which will facilitate the study of the essence of business education. The selection of these methods must meet two criteria: value and functional, that is, it should feet to values and functional needs of the business education. On this methodological basis researcher should apply a number of methods that appear as a supporting methodological tools, a kind of superstructure, such as: theory of practices, pedagogical axiology, elements of the philosophy of experience, philosophical hermeneutics, philosophy of dialogue, communication philosophy and applied ethics. One of the key issues that specify the subject of study of the business education should be the elucidation of the value-motivational, instrumental-organizational, and communicative framework to ensure the individual educational program of each student that gets the business education. Business education requires an individual approach to each student, calculating all his motivational structure, which may be involved in the educational process, all those personally acquired functional competencies and associated personal values that student already has – they should not be forming, they need only to be taken into account and engaged in learning. Moreover, in business education, as in no other, is maximally aligned not only narrow competence of the teacher and student (each in its unique experience of doing business), and accordingly – the chance to receive the mutually beneficial business education.
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