TY - JOUR AU - Tur, Mykola PY - 2006/07/01 Y2 - 2024/03/29 TI - Non-classical Approaches to the Reflection over Legitimacy Problems in the Context of Social Science Development JF - Filosofiya osvity. Philosophy of Education JA - Filos. osv. Philos. Educ. VL - 4 IS - 2 SE - DO - UR - https://philosopheducation.com/index.php/philed/article/view/185 SP - AB - <p>Essence of philosophical approach, applying it to any socially important&nbsp;object, lies in explication of its vitally important sense. If a phenomenon of education is seen in this light, an eventual sense is more often comprehended in its&nbsp;functional dimension – to spread the reasonable, kind, eternal. Therefore, philosophy of education is connected with the vital reference points as eventual&nbsp;principles of social institutes’ (senses’) legitimacy, styles of life and social practices. But the contemporary paradigm of education is still keeping intentions of&nbsp;the Age of Enlightenment, mainly the classical type of rationality. In practice of&nbsp;social science’s and the humanities’ teaching there is still dogmatism in the<br>interpretation of life values, essence of human being peculiarity, social processes and institutes regardless the development of social science’s logic with a&nbsp;change of philosophical paradigms.&nbsp;The article presents a methodological analysis of legitimacy problems in&nbsp;the context of general methodology of social science development and its transformation in transition from classical to non-classical ideal of rationality. On&nbsp;philosophical level it corresponds with a change of paradigm from philosophy of&nbsp;comprehension (epistemological paradigm) to communicative philosophy.&nbsp;Creation of the necessary prerequisites of social institutes’ communicative&nbsp;model is analyzed in the framework of philosophy of practice, German historizm and neokant, sociological normativizm of Max Weber.</p> ER -