Methodological Analysis of Educational Migration in Social Philosophy in the Domestic Thought

The article deals with the main aspects of the methodological analysis of the educational migration phenomenon in the social philosophy. The main components of the phenomenon, the key aspects of the ontological conceptual apparatus and the history of educational migration studies in the domestic thought are revealed. Educational migration is a rather specific research field. Nowadays, there is no special definition of the phenomenon in social philosophy. On the one hand, educational migration is directly correlated with the need of a sociocultural adaptation in a foreign educational environment, of the rethinking of individual and social being in the context of a new social experience, as well as with the need to act and express one's own aspirations in another language, in fact, to create another personality or form new specific social communities, such as various versions of national communities, ghettos, enclaves, or Chinatowns. On the other hand, a person is a social creature; therefore, his/her individual ideas about an educational reality can be in a cognitive, social and psychological dissonance with the existing state of affairs. According to the general socio-philosophical paradigm of educational migration, all actions in this area are characterized by the concept of "cross-border (transnational) education" adopted in society. A philosophical analysis of educational migration needs to take into account several key points that can more clearly define its epistemological aspect. Among them are the objective-subjective nature of the main phenomenon, the motives and forms of migration, its historical terms, as well as the philosophical view of the researcher. For a deeper understanding of the nature of educational migration and especially its intensification, it is also necessary to explain the general prerequisites of migration processes, which can be divided into two types: ontological and epistemological. There are several basic theoretical approaches to the study of migration processes, e.g., the culturological concept, the theory of assimilation, the ethno-sociological theory, the theory of social change and the institutional approach. Due to its functions, educational migration allows popularizing national science for the world community, expanding intercultural cooperation between educational environments of different countries, as well as providing a migrant with a socio-cultural complex of conditions for the harmonious development of a personality. From the conceptual point of view, the concept of cross-border education allows setting the ontological, epistemological and cul-turological aspects of human existence into a single system.

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