Problematics and conceptual framework of philosophy of education

The relevance of this research topic stems from the complex interplay of stochastic and deterministic processes in the development of modern society, which inevitably impact the development strategies of many state institutions. Among these, education is one of the fundamental institutions, crucial for the future development of both individuals and society as a whole. The contradictions that emerge in the context of rapid change, reformist reforms, and sharp challenges in foreign and domestic policy compel us to turn to the critical apparatus of philosophical thought. The essence and conceptual apparatus of philosophy allow us to extrapolate its heuristic potential to education by approaching metaphysical questions about the role of values in education and in the formation of the individual and society. Using sociocultural tools, philosophy can analyze the functioning of the education system in society and outline the contours of its changes, as well as the stages of change in the form and structure of education. The reflexive apparatus of a worldview, its capacity for universal paradigmatic generalizations, allows us to identify key patterns in the worldview, as well as the particularities of its manifestation in the organization of the educational process; the forecasting apparatus and creative potential of philosophy have the ability to design and strategize the future goals and results of education. The philosophy of education is called upon to identify and illuminate the challenges facing modern education and to outline ways to overcome them. The scientific novelty of this work lies in its comprehensive methodological approach to education from the perspective of philosophy, using its conceptual apparatus as an epistemological tool of cognition. The purpose of this research is to uncover the potential of philosophy in its essential and conceptual manifestations for studying and understanding the education system within the context of contemporary societal development trends, distinguishing between education as an autonomous sphere of science and its philosophical reception as the philosophy of education. The approaches employed involve epistemological, axiological, and historical-philosophical analysis, allowing us to identify the problems and lines of research in education, as well as the ideological aspects of its understanding. The results of the study demonstrate that education as a philosophy of education and education as pedagogy, while autonomous, exist in a dialectical relationship, constituting a unity and opposition within the current sociocultural reality. Philosophy of education serves as a metatheoretical foundation, defining goals, values, and meanings, while educational methods in the field of pedagogy are practical tools for solving institutional problems. The prospects and practical significance of this work lie in providing a philosophical discourse on education that reveals it as a complex problem, identifying significant values for the development of individuals, states, nations, and people, as well as institutional mechanisms for managing education. Recommendations emphasize the need to recognize the epistemological productivity of the conceptual apparatus of educational philosophy, which emerges through axiological, systemic, processual, and results-based approaches.