of studying and applying experience in the tasks of its use in the design of social
systems [8, 9].
We take into account that the critical philosophy and the theory of education must
be based on the critical theory of society, which conceptually analyzes the peculiarities
of the real capitalist societies and their relations of domination and subjection
(oppression), contradictions and perspectives for progressive social changes and
transformative practices that they themselves create projects of a more complete, free
life in a democratic society. The criticality of the theory means the way of seeing and
understanding, building the categories that make the connection, reflection and
participation in the theory of theory, the emergence of the theory of social practice.
Critical theory is interdisciplinary, with the participation of analytical criticism from
various academic sciences and trans disciplinary constructions of various branches of
knowledge for the production of an objective multi-perspective view of the future
society. Critical theory is the boundary of intersection, interaction and mediation,
combining various aspects of social life in an integrated project of normative-historical
thinking. Its meta-theories thus themselves contain models of a more holistic formation
that unites different themes that are a dialectical integrity, but does not divide the
material into narrowly disciplined knowledge [4, p. 50]. It is this kind of synthetic
strategy for reforming the sport of higher achievements.
Account of experience, the account of "individual characteristics of consumers of
collective concepts" and "social contexts of the use of concepts" is absolutely
necessary, for example, in the decision-making process [3, 7, 11]. It becomes especially
apparent if we compare this process with its result - a decision taken on reform, in
which the ambiguity and uncertainty should disappear. The decision of its essence is
some result of the reasoning, and therefore it is always concluded. It should be clear,
precise so as to exclude discrepancies. However, the decision-making process itself
allows ambiguity, ambiguity, multiplicity of ways of realization [3, p. 55].
Being used in the design of critical thinking is oriented to the analysis of "natural"
considerations, not trying to fit them into the structure of formal logic. Procedures of
reasoning, as already noted, are analyzed in the "anthropological" context, taking into
account the peculiarities of the contemplative and acting subject, which is characterized
by a certain will, target settings, educational and professional level, etc. [3, p. 55].
Convincing technologies are tools for motivating change in behavior using the
logic of applying strategies. Socially oriented convincing technologies are based on
three common components: competition, social comparison and cooperation. Research
has shown that public opinion-based persuasive interventions lead to negative
outcomes of demographic behavior, but lack knowledge of how interventions can
motivate or motivate behavior.
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