Communication in education: reforms and risks.

Abstract

The author assumes it should be expedient to identify methodological opportunities for the analysis of educational problems in various areas of communicative philosophy for the successful reform, to reveal the methodological potential of the theory of communicative action of Yu Habermas, which allows considering educational institutions together with the subjects of communicative and strategic actions. The regulatory construct of an ideal communicative community, proposed by Habermas, focuses on agents and recipients of training and educational actions to reach consensus in understanding the prospects for the development of educational institutions, but this theory needs to be supplemented by methodological developments of N. Luhmann in the theory of self-referential social systems of which educational institutions, first of all the system of education, are considered as self-referential communication.