Acmeology of Education as a Determinant of the Sustainable Development Concept: Faith vs Fear

Abstract

The article delves into the phenomenon of acme and the acmeology of education as a pivotal vector for actualizing the values and principles inherent in the concept of sustainable development. The text offers a nuanced exploration of the semantic interplay between faith and fear, viewing these emotions as dual forces that shape both individual paths toward achieving one's acme and collective concerns regarding the sustainability of future generations. Faith embodies a belief in progress and human potential, while fear reflects apprehensions about environmental degradation, societal instability, and the uncertainties of the future.

The study emphasizes that the acmeological dimensions of education represent not merely a framework for personal growth but also a transformative mechanism for fostering a sustainable mindset. Education, enriched with acmeological principles, becomes a semantic space where values, aspirations, and challenges converge, enabling learners to develop a balanced perspective on progress. This balance involves nurturing a hopeful vision for the future while critically addressing the ecological and societal dilemmas that pose risks to sustainable development. Through this lens, acmeology serves as a semantic bridge connecting personal development with global sustainability goals

Keywords: acme, acmeology of education, sustainable development, semantic, faith, fear, future

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