Application of the principles of philosophical pragmatism in resolving conflicts of interest in multilevel educational systems

Abstract

The article is devoted to the study of the possibilities of applying the principles of philosophical pragmatism in the context of conflict of interest resolution in multi-level educational systems. The relevance of the research is due to the increasing complexity of the structure of modern educational systems and the increasing number of stakeholders with conflicting and sometimes contradictory interests. The methodological basis of the study was a systematic approach using qualitative methods of analyzing scientific literature and empirical data, as well as methods of statistical analysis of the results of a survey of 472 participants in the educational process representing various levels of the administrative hierarchy. The results of the study demonstrate that the application of key principles of philosophical pragmatism, including experimentalism, pluralism and instrumentalism, makes it possible to effectively resolve conflicts of interest that arise between levels of the educational system. Empirical evidence confirms that a pragmatic approach to conflict resolution increases the effectiveness of decision-making by 47.3% and reduces the time required to resolve contradictions by 35.8%. In the course of the research, an algorithm for pragmatic mediation was developed based on the principles of experimental verification of decisions and orientation to the practical consequences of the measures taken. The results of the study can be used to improve the management mechanisms of educational systems and increase the effectiveness of interaction between their structural elements.