The dissertation provides a comparative analysis of discursiveness, dialogicity and communicativeness as linguistic representations of postmodern philosophy of education, as well as its role in conceptualizing social change and creating new imperatives for the development of the knowledge society. It is substantiated that the formation of postmodern philosophy of education is essentially interrelated with the transition of science to post-classical epistemology and the development of post-industrial economy. An integrated result of such a coordinated interaction is the formation of institutionally discourse-centered education. Due to the implementation of constant competent and responsible discourse, provided primarily by the academic sphere, there is an opportunity not only to adequately reflect the rapid changes of today’s complex world, full of risks and disparities, but also the need to actively influence these changes, trying to direct them in the best direction. That is why scientists, educators and politicians need to be able to anticipate and correctly articulate the main trends of social development.
In contrast to the way of thinking in science, which emphasizes the objectivity of the cognitive position and imperceptibly introduces as the basis of scientific discourse instrumental relations between its participants according to the scheme "object-subject", educational discourse interprets the educational process primarily as a common desire to affirm and develop through learning certain values and virtues. Educational discourse in this sense appears as a relentless dialogue between teacher and students, as a horizontal moral communication between all participants in the pedagogical process. Thus, for the postmodern philosophy of education it is comes to the fore the communicative factor, in which the main are communicative acts, in which the teacher appears not only as a leading expert but also as a moderator, who encourages all participants to take an active position, taking into account and respecting their aspirations, desires, orientations.
Based on the analysis of world philosophical and educational experience identified the institutional preconditions for the successful implementation of the ideas of postmodern philosophy of education in practice in Ukrainian society are the result of applying of the critical thinking to the transformation of existing social institutions in the direction of greater compliance with both socio-functional tasks and value-community demands.
The statements of the theory of socialization in their application to the realities of postmodern society were developed: in particular, it was proved that, unlike modern society, the emphasis in socialization is increasingly shifting from mastering an array of knowledge to mastering values. This leads to a reappraisal of the role of language, which is increasingly seen not only as a means of communication (because there is a shift from audio to visual culture), but language increasingly appears as a carrier, expression and generator of values – not only as an expressive means but also as life world.
Projects of radical change of discourse and models of communication are realized first of all in postmodern concepts of education, in particular, through strengthening of performative character of pedagogical practice: its contextuality, conceptuality, expressiveness, competitiveness.
The role of education in the development of the global "knowledge society", in ensuring the overcoming of the problems of global development, in the creation, functioning and improvement of the modern media space is specified.
