Dissertation is dedicated to the research of non-academic forms of philosophical communication and their role in the context of theoretical thought development. Specifics of non-academic forms of philosophical communication in their contrast with academic forms were discovered on the basis of modern and classical achievements of philosophy. The dialectical interdependency of these forms in the history of philosophical communication was shown. The work revealed how, through the formation of new communities, associations, unions and relationships, which are formed in them, the succession of philosophical communication in its special meaning for ensuring theoretical thinking takes place. This progress historically takes place through the bifurcation of non-academic and academic as forms, through their struggle, opposition, transitions and entry into new frontiers and stages of development. The study proceeds from the fact that the difference between theoretical thought and its other forms lies in the application of concepts, ideas, proofs and other logical forms of thinking, which are necessary links in the construction of theories in the process of reproducing reality in the mind. The theory reveals the causes and regularities of real phenomena and processes, this is its advantage and cognitive role. One of the key features of theoretical thinking is the formation of new knowledge through the inheritance of what was done by previous generations, humanity as whole. Therefore, the theoretical thought of each historical era is a concentrated result of previous intellectual development and at the same time a step beyond what has already been achieved, aimed at predicting the future. Thus, communication plays a driving role in the formation of theoretical thought, and the development of such thought from its emergence until nowadays takes place in the field of philosophy, and over time also 8 in science. In the conditions of the modern information age and the widespread use of digital technologies, the need for theoretical thought is a demand for critical, creative thinking, which is defined as a key skill of the future. The search for means and forms of cultivation of such thinking appears as a problem. To solve it we suggest turning to the generalization of historical experience gained in the evolution of non-academic forms of philosophical communication. The study establishes that the specifics of philosophical communication lie in the creation of special associations/communities as special forms of communication with the purpose of understanding the current problems of different spheres of joint activity and theoretical searches for their solutions in combination with the use of advanced means of communication for its historical time. The intellectual results developed at the same time – ideas, hypotheses, concepts, theories, projects – further determine the vector of theoretical and practical progress of the corresponding field of activity (educational, scientific, literary, political, etc.). An important factor in this case is the nature of the system of relations between the subjects of communication, which are formed at the same time. Thus, philosophical communication is defined as communication by philosophy, where the main factor is not the technical means of communication between individuals, but the processes of socialization, generalization of thought, carried out in the community through communication. Given this, the main means of philosophical communication is dialogue, which in this study is interpreted as a struggle of opinions, polemics and discussion. To determine the role of dialogue in communication, the research uses various models of intersubjectivity, proving that the common is a means of creating dialogue subjects, and above all, theorizing their thoughts. In turn, in philosophical communication, the struggle of opinions is a reflection of valid and real contradictions of social development, reproduced in thinking. In its progress, philosophical communication acquires specific historical forms, among which academic and non-academic forms are distinguished in the study. The research shows that academic forms are the restraining side of philosophical communication in the development of theoretical thought, while non-academic forms 9 are its driving side. Academic forms are defined as established, fixed, reproducible, officially recognized, regulated, controlled, legitimized, normed, standardized – those that are reproduced, function and are controlled in society through relevant institutions, establishments and organizations. Non-academic forms are formed as grassroots initiatives, are free, voluntary associations and are regulated by their subjects. It is noted that non-academic forms acquired protest significance in relation to academic forms. The specificity of non-academic forms of philosophical communication is revealed.
