Epistological Aspects of the Concept of Meta-Subject Competences in Modern Education

The article presents a complex epistemological analysis of the category "metasubject competences" as a key concept of the modern educational paradigm. The dominant interpretation of metasubject competences, borrowed from technological and management disciplines, which is based on a positivist, empirical-analytical model of knowledge, reducing knowledge to formalization, standardization and measurability, is considered. In contrast to this, a hermeneutic-phenomenological and critical rethinking of metasubjectivity as a form of subjective understanding, contextual interpretation, reflexive meaning formation, and a holistic worldview is proposed. The historical foundations of metasubjectivity in philosophy from ancient wisdom to hermeneutics are analyzed, reductionist tendencies in educational policy are analyzed, challenges of the digital age, post-truth and ecological crisis are considered. The concept of "epistemological metasubjectivity" is introduced as the ability to synthesis, semantic formation, dialogue and understanding in the conditions of cognitive uncertainty. It is emphasized that metasubject competences are not reducible to external indicators, but arise in the reflection of experience, interpretation of the text, meaning formation of professional action. The necessity of rethinking metasubject education from the standpoint of the philosophy of knowledge is proven, which allows to restore the anthropological, semantic and dialogic nature of education, resisting dehumanization and technologization.