“Socio-humanitarian education” phenomenon representation in scientific and publicist discourses: a comparative analysis

- Yershov, Mykola-Oleg (orcid.org/0000-0002-6839-622X) (2025) “Socio-humanitarian education” phenomenon representation in scientific and publicist discourses: a comparative analysis Education: Modern Discourses (8). pp. 194-208. ISSN 2617-3107

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Abstract

In the context of the transformational challenges caused by the war, social crises and educational policy reforms, the phenomenon of “socio-humanitarian education” is gaining special attention in the Ukrainian information space. It is associated with a number of concepts that are formed under its influence (critical thinking, historical memory, social activism, civil responsibility, national identity, social resilience, etc.) and in modern conditions acquire an existential character. Based on content analysis of collected scientific and journalistic sources, the multiplicity and inconsistency of definitions of the essence of socio-humanitarian education and its insufficient research as an interdisciplinary phenomenon have been proven. It has been found that in scientific and journalistic discourses, the representation of this phenomenon differs significantly in terms of content, style, and functional purpose, which necessitates a comparative analysis of these two discursive fields. The purpose of this article is to highlight the results of a comparative analysis of scientific and publicistic texts published in Ukraine between 1991 and 2025, which represent the phenomenon of “socio-humanitarian education” and semantically related concepts (humanitarian education, humanitarian policy, humanitarian knowledge, social and humanitarian disciplines, humanities, etc.), to identify their characteristics and contribution to the study of the socio-humanitarian education impact on the resilience of society and the independence of the state. It is concluded that social and humanitarian education is an interdisciplinary concept that combines social and humanitarian knowledge to develop critical thinking, civic competencies, and democratic consciousness. Scientific discourse analyzes it through the prism of postcolonial heritage, content modernization, and security challenges, applying methodologies from pedagogy, sociology, and philosophy of education. At the same time, it has a number of problems, including: fragmentation of the conceptualization of the phenomenon under study, methodological dispersion, academic isolation from politics, and insignificant participation in public discussion. Public discourse emotionally represents education as an indicator of a humanitarian crisis and an instrument of resistance, using figurative tropes and evaluative judgments. It is characterized by rhetoric of decline, situationality, and marginalization of humanitarian issues. Both discourses represent socio-humanitarian education as a resource for democratization, identity, and post-crisis recovery, requiring dialogue between scientific, educational, and civic institutions. The prospects for further development of the phenomenon under study lie in: the formation of an integrated paradigm, the combination of academic and civic content, the normative understanding of the humanitarian mission, the mediatization of values, and the mobilization to protect the socio-humanitarian sphere.

Item Type:	Article
Keywords:	socio-humanitarian education, humanitarian education, humanitarian policy, humanitarian knowledge, humanitarian sciences, humanities, humanitarian disciplines
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 304 Social questions. Social practice. Cultural practice. Way of life (Lebensweise) Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 378 Higher education. Universities. Academic study
Divisions:	Institute of Pedagogical Education and Education for the Adults > Department of Theory and Practice of Pedagogical Education
Depositing User:	Єршов Микола-Олег Володимирович докторант
Date Deposited:	24 Jul 2026 10:55
Last Modified:	24 Jul 2026 10:55
URI:	https://lib.iitta.gov.ua/id/eprint/749993

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