До проблеми соціально-філософського осмислення засад освітньої політики (To the Problem of Socio-Philosophical Analysis of the Educational Policy Principles)

Стаття присвячена соціально-філософському осмисленню засад освітньої політики. Автор вказує на особливу актуальність такого підходу, оскільки він дає можливість схопити сутнісні характеристики освітньої політики. Прагнучи розвинути осмислення проблематики визначення сутності освітньої політики, автор зауважує, що вона проявляється як низка політик, актуалізація та особливості яких пов’язані із принципами, що відповідають сучасності. Зокрема, було виділено політику суб’єктивації, політику смислу, політику знання, політику інституцій та політику рівності. (The article is devoted to the socio-philosophical analysis of educational policy and its principles. Author states the this problem is very actual because it gives a possibility to understand the important characteristics of educational policy. The socio-philosophical analysis pays attention to the three main aspects: nature of educational policy (education and policy are defined as important functional sub-systems of society. That’s why the educational policy is recognized as cooperation of them, the aim of which is gaining of common wealth and effective functioning of social system); methodological principles of analysis of educational policy (for example, interdisciplinarity of such analysis); practical aspects (the indentification of instruments for formation and realization of educational policy). Also the very important problem is distinction between «polity», «politics» and «policy». The philosophycal analysis of educational policy demonstrates some particular politics, the actualization and specific of which are connected to the principles of education. For example, author pays attention to the politics of subjectivity, politics of sense, politics of knowledge, politics of institution and politics of equality. The politics of subjectivity can be defined as possibility «to stay subject» that is specific «metanarrative» of education. In the context of educational politics of subjectivity there is a possibility to stay human, who understands the sense of his acts and can act rationally. The politics of sense is connected to the situation of postmodern, postideology, postscience and postpolitics. There is the domination of nihilism that causes the collapse of any sense. That’s why the important aspect of educatioanl politicy must be the search of senses. The politics of knowledge is connected with changes in knowledge regimes that are characteristics for modern times. The politics of institutions is related with transparency of educational institutions. And the politics of equality makes possible to understand the problem of marginalization and exploatation of some groups in modern societies.