Home – Home – Jornals – "Philosophy of Education" 2018 number 4

Introduction. The socio-philosophical and philosophical-legal aspects of the formation of the modern concept of Russian society are considered. The interrelation of the worldview, legal culture and legal consciousness of university youth with the formation of their social health and the creative application of professional knowledge and vitality in their future work activity is shown. Methodology and methods of the research. Various areas of modern humanities and natural sciences have developed a significant empirical base that is used not only by individual sciences (sociology, political science, law, conflictology, etc.), but also it is the basis for the formation of general social theories in the philosophical and philosophical-legal aspects of scientific knowledge. In the paper proposed to the reader, we will address the problem of legal consciousness and legal culture in the aspect of strengthening the social health of students. The results of the study. Time shows that the Marxist social concept that once prevailed in the Soviet period in modern conditions does not provide answers to a number of pressing issues of legal philosophy and social outlook. In the materialist theory of transition in the framework of a formational approach that is regressive in nature (the transition from socialism to capitalism), there is practically no socio-philosophical analysis, since the very possibility of such a transition was not foreseen by the authors of historical materialism. In this regard, there is room for creative development of the socio-philosophical theory of the transition period in this aspect, undoubtedly having heuristic and practical significance. Conclusion. Resolving the problems of modern education should use both the colossal potential accumulated over a long period of development of the domestic philosophical, legal and pedagogical science, as well as positive foreign theoretical experience and practical achievements. Only under the condition of the optimal combination of the above conditions is it possible to reform the modern Russian education, aimed at achieving a new qualitative state of social development. Only through education can society either degrade or make a decisive breakthrough to a new, higher level. In these conditions, it is the intelligentsia and the scientific and pedagogical community with a civil position that plays a decisive role in how educational reform is implemented, as well as the responsibility that should be shared by the scientific and pedagogical community for its results.