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Consider a model of «critical linguistic-rationalist social philosophy of education», as embodied in the programs of social development and learning, which are primarily designed to teach people how to lead an independent and original research themselves, society and knowledge systems. However, it is proved that the models and programs should not be cut off from any individual and the collective system of moral and social values, theoretical and applied training, nor from further use of the acquired values, norms and skills in everyday life, science, or in production, sphere of all social institutions.Key words: critical linguistic-rationalist social philosophy of education, education, critical consciousness, globalization, morality, human nature, ideology, and democratic pedagogy. ; Розглядається модель «критичної мовно-раціоналістичної соціальної філософії освіти», втілена в програми суспільного розвитку і просвітництва, які перш за все покликані навчити людей провадити самостійне і оригінальне дослідження себе, соціуму і системи знань. Водночас обґрунтовується, що ці моделі і програми не мають бути відірвані ані від індивідуально-колективної системи моральних і соціальних цінностей, теоретико-прикладного навчання, а ні від подальшого застосування набутих цінностей, норм і навичок в повсякденному житті, науці чи на виробництві, у сфері усіх соціальних інститутів. Ключові слова: критична мовно-раціоналістична соціальна філософія освіти, просвітництво, критична свідомість, глобалізація, мораль, природа людини, ідеологія, демократична педагогікаРассматривается модель «критической социальной философии образования», воплощенная в программы общественного развития и просвещения, которые прежде всего призваны научить людей вести самостоятельное и оригинальное исследование себя, социума и системы знаний. Вместе с тем обосновывается, что эти модели и программы не должны быть оторваны ни от индивидуально-коллективной системы нравственных и социальных ценностей, теоретико-прикладного обучения, ни от дальнейшего применения приобретенных ценностей, норм и навыков в повседневной жизни, науке или на производстве, в сфере всех социальных институтов. Ключевые слова: критическая языково-рационалистическая социальная философия образования, просвещение, критическое сознание, глобализация, мораль, природа человека, идеология, демократическая педагогика.Consider a model of «critical linguistic-rationalist social philosophy of education», as embodied in the programs of social development and learning, which are primarily designed to teach people how to lead an independent and original research themselves, society and knowledge systems. However, it is proved that the models and programs should not be cut off from any individual and the collective system of moral and social values, theoretical and applied training, nor from further use of the acquired values, norms and skills in everyday life, science, or in production, sphere of all social institutions.Key words: critical linguistic-rationalist social philosophy of education, education, critical consciousness, globalization, morality, human nature, ideology, and democratic pedagogy.

The article focuses on the forms of research and analysis of problems and prospects of analytical philosophy of education in the context of social activity and of human. In European ideological and educational-philosophical tradition usually forms the language comprehension of life, of the individual and society associated with the figure of L.Wittgenstein and his linguistic-analytical and psycho-pedagogical developments. The influential linguistic, psychological, and educational traditions analtic passes, from the point of view of the majority of the historical and philosophical studios, under the flag analcime and thenstart. It usually is largely true, if we take into account the aspect of language because, as Heidegger wrote, we exist primarily in language and in language. Very often the same Wittgenstein served as if one of the founders of positivism, as the Patriarch of the linguistic tradition, which opposes fundamentalism language Sunny accently of human existence, subjecting the last languages of the world. However, at the same time, there is an urgent need to consider, at least partially, part of that tradition of philosophy and spiritual savesegment humans, in which language and linguistic-analytical tools, acquiring existential status effects, do not negate human rights, and are (sometimes paradoxically and metaphorically) the very deep comprehension of the past itself and the language, finding myself, according to Heidegger, in the "House of being" – this is a tradition started by the language of analytical philosophy, pedagogy, enriched by the ontology of Heidegger and continued in philosophical hermeneutics, as well as psycholinguistic and philosophy of education/education where language and speech get fundamental buttwil status, serving at the same time understanding the world of existence and man. The discourse never exists for its own sake, for his own sake, but in all its usages is striving to shift in the language of experience, a way of living and being in the world that precede him and demand to be made.Analytic and linguistic philosophical tradition has received a boost, moving from the world of man as a unity of meaning, which is defined by the structures of language to the problem of human consciousness, nancholas and language of internal and social dialogue of the person and, eventually, to the level of public practical ontology. The emphasis of the autonomy of thought is supplemented by the criticism of "indoctrination" – the imposition of ideological doctrines without examining the correctness of their initial assumptions. It is largely thanks to the analytical tradition held substantiation of the philosophy of education as an academic discipline. Integration of educational knowledge is the method of logical analysis of language used in educational practice: in particular, identification of contents key terms (education, training, etc.), logical geography of their relationships. Conclusion of the person, its autonomy, as well as the goals of education with the requirements of society and democracy. The content of education for the analytical approach filled the criteria of scientific verifiability ; В предлагаемой статье рассматриваются формы исследования и анализа проблем и перспектив аналитической философии образования в контексте общественной деятельности и человеческого бытия, связанные со сферой взаимодействия языка, сознания и существования человека ; У статті розглядаються форми дослідження і аналізу проблем і перспектив аналітичної філософії освіти у контексті суспільної діяльності і людського буття, пов'язані зі сферою взаємодії мови, свідомості та існування людини