Korostina N.O. Pedagogical Systems as Projects of Justice
DOI: https://doi.org/10.15688/lp.jvolsu.2026.2.6
Nataliya O. Korostina
Lecturer, Department of Philosophy, Sociology and Psychology, Volgograd State Technical University
Akademicheskaya St, 1, 400074 Volgograd, Russian Federation
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https://orcid.org/0009-0001-2545-5509
Abstract. The article substantiates the thesis that any pedagogical system, regardless of its declared goals, implicitly or explicitly acts as a project of social justice. The relevance of the study is determined by the crisis of the neoliberal model of education, which reduces it to a market service and the training of a narrow “specialist,” contradicting the humanistic tradition of cultural reproduction and the formation of contemporary social reality. A rethinking of the philosophical foundations of education is required due to growing global challenges and inequality. W. Jaeger’s concept of paideia, which links the ideal of a person and the ideal of a just society, serves as the methodological framework. Based on the ideas of M. Foucault, P. Bourdieu, and M. Nussbaum, the power, reproductive, and emancipatory mechanisms of education are identified. The methods employed include philosophical reconstruction, comparative analysis, and typologization. The main result of the work is the author’s typological matrix, which classifies pedagogical systems according to two criteria: the type of target society (individualistic/ collectivist) and the mode of representing the idea of justice (explicit/implicit project). The matrix is being validated using the material of various pedagogical systems, from the ideas of ancient paideia onwards. The analysis shows that justice, as represented in pedagogical systems, can be realized as equality of opportunity, natural order, solidarity, or instrumental efficiency. The scientific novelty consists in the creation of an original matrix for the typology of pedagogical systems. In this work, pedagogical systems are analyzed not from a methodological or historical-pedagogical perspective but from a socio-philosophical one, as projects for building a just society. The practical significance of the study lies in the possibility of using the matrix for the critical assessment of educational policies. The conclusion highlights the need for reflection on the socio-philosophical foundations of pedagogical design in the contemporary context.
Key words: pedagogical system, social justice, paideia, project of justice, society, philosophy of education, implicit/explicit project.
Citation. Korostina N.O. Pedagogical Systems as Projects of Justice. Logos et Praxis, 2026, vol. 25, no. 2, pp. 56-65. (in Russian). DOI: https://doi.org/10.15688/lp.jvolsu.2026.2.6
Pedagogical Systems as Projects of Justice © 2026 by Korostina N.O. is licensed under Creative Commons Attribution 4.0 International
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