Transgression of modern institute of education.

Abstract

On the basis of postmodern, cultural-historical and critical-rationalistic approaches, the essence and peculiarities of the transgression of the modern institution of education are analyzed. The author pays special attention to the processes of “breaking and going beyond” in education, the content of which increasingly becomes filled with quasi-rational features, experiential shifts, special kind of “experience-limite”. In the context of M. Fuko's philosophy of education, the role of the education system in society, its mission, the problem shifts in the mental perception of education, which are inseparably linked with the issues of the status, meaning and genesis of modern specialist, are examined.