The importance of idealization methodology for research in the philosophy of education

Since the middle of the 20th century, the methodology of cognition has used artificially constructed ideal objects (works by E.V. Ilyenkov, V.A. Smirnov and V.S. Stepin). The use of idealized objects in social and humanitarian knowledge is very effective, although it has a number of features related to the study of existentially loaded cultural objects and the personality of the scientist himself. In the scheme of using ideal constructs for analyzing social reality, the following stages can be distinguished: the construction of ideal objects, the development of a scheme connecting them, the superimposition of a scheme on the cultural and historical process, and its description according to the logic of the proposed scheme. Ideal objects are explicitly or implicitly used in the philosophy of education when describing objects, educational subjects, goals, prerequisites, mechanisms of interaction of subjects with each other and with the educational environment, and the results of educational activities. The development of the problem of ideal objects is promising for the search for new solutions.