ALTERATIONS OF PEDAGOGY CONCEPTUAL APPARATUS IN THE FORMATION OF THE DISCURSIVE PRACTICE OF EDUCATIONAL PHILOSOPHY AND COMMUNICATIVENESS OF TRAINING.

Abstract

A person now exists in a situation of hyper-reality, in a multitude of simulacrum, different interpretations and in a break with reality. Therefore, it is necessary to set new guidelines for human consciousness that would be different from the orientation and ordinary consciousness, and the validity of scientific knowledge. Education and training cannot be the realization of any universal goals: truth, emancipation, democracy, enlightenment, increasing power, which are prescribed by grandiose narratives. But this means that the end of that grandiose project, which is connected with the Enlightenment, – the project of universal and equal for all education – is being proclaimed. Every person and every child can and should be, in one way or another, educating personalities – this is the creed of postmodernism and the concepts of the philosophy of education connected with it.

The ideas of postmodernism, torn from the context of the ideological struggle, already claim the universality, cease to be semantic aggregates that have arisen and existed in a certain context, but become concepts with their own unambiguous meaning. The application of the ideas of postmodern philosophers to the philosophy of education and pedagogy undermines not only the very existence of pedagogy, but also the contextual significance of the knowledge on which they insist. It is still necessary to justify the very possibility of applying the ideas of postmodernism in philosophical-educational and pedagogical theory and practice, if the status of knowledge in postmodernism is determined only within the context of communication. However, until this time neither the postmodern philosophers themselves nor the theoreticians-teachers who try to assess positively and draw postmodernist developments into the "retort" of pedagogical knowledge do this.

Key words: philosophy of education, pedagogy, postmodernism, communication, discourse, simulacrum, knowledge, experiential learning, subjective didactics, social reality of education, communication context.