The сoncept of “neoliberalism” in the reflection of modern educational policy: a philosophical analysis

The research aims to clarify and expand the terminological framework of educational policy studies through a philosophical analysis of the semantic field and the limits of applicability of the “neoliberalism” concept concerning late 20th- and early 21st-century educational reforms (USA, UK, Sweden, the Philippines, etc.). The article analyzes the philosophical foundations of educational reforms built on the premise of the positive effects of market competition in the sphere of education. It is demonstrated that these ideas originate in the tradition of classical liberalism (A. Smith) and are reconceptualized under new social conditions in the works of M. Friedman (neoliberalism). Management practices in education traditionally categorized as “neoliberal” are analyzed, including voucher funding, school rankings, and performance-related pay. The scientific novelty of the study lies in the justification of the necessity to distinguish between “neoliberal” educational policy, based on the concept of a minimal neutral state, and “quasi-liberal” educational policy, based on the concept of a perfectionist state. The study establishes that the introduced distinction enables a more accurate and adequate comprehension of contemporary transformational processes in education.