The purpose of the article is to generalize the experience of philosophical and pedagogical interpretation of the theoretical constructs of J. Habermas and to determine further prospects for their analysis in the context of constructing a fundamental theory of education. It is argued that to date, a certain tradition has developed in the philosophy of education of using Habermas’ theoretical constructs to solve philosophical and pedagogical problems.

The article explores the philosophical and pedagogical potential of studying the ethics of computer games. The ethical evaluation of games involves identifying the nature of ethical choices and ethical opportunities in the rules and the game world, as well as assessing the translation of ethical values presented in the game and forms of consolidation of ethical experience experienced by the player. Ethical analysis of games has traditionally been carried out using key philosophical ethical theories: consequentialism, deontology, and virtue ethics.