Home – Home – Jornals – "Philosophy of Education" 2018 number 3

Introduction . The article considers the historical aspect of the development of the theoretical basis of an interaction between a society and the State. The main issues of the interaction between the school and various subjects of the state-public education administration and its legal bases are reflected here. Methodology and methods of research. The study is based on the theoretical and methodological principles of anthropological realism by K. D. Ushinsky, B. M. Bim-Bud, on the retrospective positive experience mainstreaming method by Z. I. Ravkin and others. The author also relies on the regularities of the leading philosophical, pedagogical, psycho-pedagogical and sociological theories as well as other applied research on the State-public education administration, in particular: the dialectic approach by G. Hegel and S. L. Rubinstein as a base for philosophy and methodology of a scientific research; the works written by E. D. Dneprova, V. N. Mikhailova and others (for pedagogical historiography); the works by V. S. Lazarev, M. Potashnik, V. A. Slastenin, R. Kh. Shakurov and others about the system of education administration; the works by N. V. Akinfeeva, V. I. Bochkarev, I. V. Grevtsov, V. I. Gusarov, A. A. Pinsky, A. N. Pozdnyakov about the system of interaction between the State and a society in educational development managing; the works written by N. I. Pirogov, N. A. Korff, V. I. Vodovozov about the study of public participation in education administration; the work by J. Dewey, E. E. Vyazemsky, V. A. Gladik about the development of civil society, civic education and democratization of education. The results of the study. The essential and substantial characteristics of the state-public education administration and the experience of using various forms and management mechanisms in Russia at the regional and municipal levels are considered here. The characteristics of the state-public education administration at school are described. The experience of implementation of the scientific approach to the socially-oriented education is presented. The positive and negative points of the state- and-social components in the system of the state-public education administration are analyzed. The conditions of the predominance of the state-public management forms are described. Conclusion . The study of the State and public education administration in the history of pedagogical thought is represented by several main directions: by the study of the role of the State in the system of the State and public administration; by the study of the social movements in the education administration; by the organization of the self-government system (by teachers, students and parents) in cooperation with the State authorities.