Home – Home – Jornals – "Philosophy of Education" 2019 number 3

Introduction. The modern world is unthinkable without innovation implementation and the emergence of social mechanisms of their support and promotion. However, their implementation is associated with certain risks of social development. Along with the changing conditions, prerequisites emerge for formation of new management models that suggest involving new subjects to decision making process - actors interested in social innovations. Their role is great in human development projects, including education where influence of public expert institutes is especially strong. Public expertise is an element of integrative-communicative model of ethno-social processes regulation. The experience of social mobilization for the legislative resolution of the problem of native language in the system of secondary education is presented in this paper as a case illustrating its capabilities. Methodology and methods of the research. The foundation of methodological basis of the research is a critical approach proposed in the philosophical and sociological concepts of M. Horkheimer, Y. Adorno, G. Marcuse, J. Habermas and other representatives of Frankfurt school who spoke from the standpoint of criticism of technocracy. The research is based on analytical method, analysis of legislation in the field of language policy, national policy, policy in the field of the rights of indigenous people, and personal observations. The results of the research. The education is the sphere of reproduction of the public goods. The contradiction between humanistic content of educational process and managerial practices of its administering has a negative impact on those subject areas that are responsible for the reproduction of personality integrity. These are all humanities, and especially the native language and the native literature. The tool for the removal of this contradiction is a public expertise that engages representatives of pedagogical and parent communities of national subjects of Russian Federation to activity in assessment of states of Russia’s people languages development, and conditions of their reproduction in inter-ethnic communities. Participation of the “man from the street” in management who is directly interested in that important issues directly impacting him will be solved by him together with officials and scientists is an authentically innovative element of social life. Conclusion. Orientation point of integrative-communication model remains the integration without assimilation on the base of human rights respect, including the right to preserve and develop the native language, the flexible accounting of ethno-cultural specifics of interethnic communities, the active interaction of the State with non-state actors of its implementation, with expert community, and civil society institutes. As this was shown in the case that illustrated the role of public participation in the legislative solution of the dilemma of native language, this model is quite realizable in expert practices with the participation of teachers, the lowest echelon of educational vertical.