CHILDHOOD AS A SPACE FOR OVERCOMING BIOLOGICAL DETERMINISM: A PHILOSOPHICAL AND PEDAGOGICAL CRITIQUE OF THE SOCIAL REDUCTION OF THE CHILD

Abstract

The article presents a comprehensive philosophical and pedagogical analysis of the phenomenon of childhood and the role of the child in the social, cultural, and psychological formation of the individual. It traces how the understanding of childhood has evolved – from ancient conceptions of the child as an «incomplete human» to contemporary humanistic approaches that emphasize children’s autonomy, creativity, and subjectivity. The article demonstrates that modern scientific and technological developments, particularly advances in genetics, neuropsychology, and bioethics, generate paradoxes of contemporary knowledge: while aiming to deepen our understanding of the child, they simultaneously risk reducing the child to an object of influence. It is argued that contemporary pedagogical thought finds itself in a state of tension between two poles – nature and society, biology and culture, necessity and freedom. It is at this liminal intersection that the phenomenon of childhood unfolds, revealing a fundamental contradiction of human existence: a human being is born as a biological entity, yet becomes themselves only within the world of culture, language, reciprocity, and love. In educational practice, however, thisdialectic is often lost. The biological dimension begins to be perceived not as the initial condition of development but as its limit, giving rise to the social reduction of the child – when pedagogical judgment is replaced by a biological label. In such a context, pedagogy loses its ethical dimension and turns into a mechanism for reproducing inequality. Drawing on classical and contemporary theories, the author substantiates the need for an anti-deterministic approach to education, one that recognizes the child as an active subject of their own development – capable of moral choice, creativity, and meaningful interaction. Childhood thus emerges as a unique ontological space of freedom, where the bodily, social, and spiritual dimensions of human life intersect. The practical significance of the study lies in the formation of a new humanistic model of pedagogical interaction – a model grounded in dialogue, co-creation, ethical self-affirmation, and respect for the individuality of the child. The conclusions may be applied in contemporary educational policy, pedagogical practice, and systems of psychological support aimed at the harmonious development and social integration of the child.