Problematizing Cultural Experience in the Educational Practices

The article discusses the problem of including experience of problematizing culture in the content of teaching. The author connects this problem not with the teaching process peculiarities but with the individual character of a certain cultural process. Issues related to transformation of educational systems are linked to the overall cultural crisis that is manifested in loss of legitimation of the social institutions that were earlier responsible for sharing experience. A question may arise during the contemporary educational process, whether one should make teaching principles and methods close to traditional patterns or, on the contrary, address the ideas of postmodernism and legitimize them.
In the author’s opinion, this is what constitutes the core of the contemporary metadiscourse of education: the dilemma between grounding on traditional patterns and including new meanings in the teaching process. The practices that are grounded on traditional patterns are considered classical educational practices, and the new ones are thought of as problematizing practices. It is shown that problematizing of culture regarded by critics as postmodernist can be adequately understood only when discussed in the educational process. In this case, the difference between protest reactions and conscious problematizing of experience is revealed. Naivety of the postmodernist viewpoint may be disclosed only through admitting immanence of problematizing for assimilation of cultural experience by students.