The categories of social integration and differentiation in the categorial body of education’s philosophy

The article considers the procedural categories of social integration and differentiation with regard to the description of Russian educational system evolution and discloses their dialectical interrelation. The place of the notions under study among such philosophical categories as «singular – particular – multiple», «one – many», «integrity – fragmentariness», «universality – particularity» is disclosed. Education is understood as a system the development of which is characterized with the tendencies of integration and differentiation on its different levels. This allows us to combine social-functional and philosophical-anthropological approaches to consider the ontological essence and the aims of education.