Abstract
The chapter identifies epistemological, conceptual, and methodological problems and prospects of theoretical understanding of democratic culture development and discursive features of its formation in the Ukrainian educational and scientific environment. It is substantiated that transitive societies are characterized by eclecticism and polymorphic performativity of the declared and interiorized value plane, which influences the mechanisms of representation of the phenomenon of democracy culture in education. The philosophical principles of eclecticism as one of the most important attributive characteristics of the axiological sphere of transitive society, which has a significant impact on the development of a culture of democracy, are analyzed. Interpretation of eclecticism in the philosophical plane allows us to distinguish a number of positive and negative properties of this phenomenon. On the one hand, eclecticism helps to overcome the limitations of established knowledge through their diversification, and on the other – it does not exclude the presence of internal contradictions in the structure of a particular object, which blurs the boundaries of perception of its essence. The multifaceted and multidimensional conceptualization of the phenomenon of democracy is outlined, which requires a separate study as the interpretation of democracy as a system in which the individual enjoys unrestricted freedom is incorrect. Democracy gives freedom to people but also sets the limits of this freedom for the sake of equal rights, but these limits do not violate the personal rights and freedoms of everyone. The fundamental principle of democracy is to give citizens the right to choose, while at the same time being responsible for that choice. In addition, the chapter proposes the definition of «thin» and «thick» approaches to understanding the phenomenon of democracy. While the first approach is implemented in education by providing teachers with the skills and knowledge to teach about democracy, the second requires a deeper understanding of what it means to teach for democracy and through democracy for social justice and sustainable development. The current obstacles to the development of a culture of democracy in the educational environment were identified, as well as the characteristics of the Ukrainian scientific discourse devoted to the relevant issues.
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