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The article emphasizes the cultural and educational importance of H. Skovoroda Institute of Philosophy for the spiritual development of the Ukrainian society, especially in the direction of democracy and establishment of the worldview culture as a requirement for the culture of freedom. From the position of the included observer the author of the article describes some episodes of relationship in the scientist's communities which can be defined as justice and solidary community. On the basis of the Heidegerian scheme, some dangers are analyzed as demands addressed to philosophical thinking. This scheme is used by structuring of the article. The metaphoric of these dangers indicates the contextual problems which are important for producing of philosophical ideas. The experience of the Institute of Philosophy gained by solving of problems is very remarkable for the fulfillment of philosophical studies and educational practices especially by mentoring of the postgraduate students. The fact of naming the Institute after H. Skovoroda is regarded as a symbolic act with a great creative potential and energy which can be used for reviving of national traditions of philosophical thinking. The role of lyric in activating of philo- sophical ideas is showed. The symbiotic coexisting of the poetry, art, journalism and philosophy is one of the original features of the Skovorodian tradition caring by the well-known representa- tives of the Institute. All these characteristics joined with the civic culture, which was demonstrated by all gener- ations of the Institute, allow defining it as a metaphysical place with the ability both to follow on the road of the way of light and to represent it on the landscapes of philosophical science and education. The history of the Institute, especially, in the period of its post-totalitarian transforma- tions, gives the opportunity of taking comparison with the Institute for Social Research Frankfurt. The civic courage of the Ukrainian intellectual elites was always initiated, supported and generated by philosophers gathering in Institute of Philosophy. ; У першій частині окреслено мету статті та розглянуто предметні та теоретичні, у другій — оцінні, називні, теоретико-реконструктивні та мовно-реконструктивні класифікації філософій науки, а також зроблено висновки щодо доцільності застосування цих класифікацій до філософій суспільних та гуманітарних наук.

El artículo contiene un análisis de representaciones de imágenes en prácticas educativas como una aparición del giro pictórico en los humanitarios, especialmente en pedagogía y prácticas educativas dirigidas a la formación de la cultura de la cosmovisión por parte de los estudiantes. El giro pictórico del pensamiento filosófico y pedagógico y sus consecuencias en las prácticas educativas se reflejan en sus valores comunicativos. La cultura pictórica desarrollada tanto en la corriente de la tradición como en la tendencia de la digitalización puede ser capaz de crear síntesis y formas híbridas para estimular las prácticas educativas adecuadas a las necesidades reales. Para comprender esas posibilidades, es necesario revelar la implicación filosófica de la cultura pictórica en el campo problemático de la pedagogía.