Attempt is made to re-think both place and role of “Myth about Pygmalion” in mathematical education from view of it’s considering as historical and philosophical phenomenon in the context of discursive practices of philosophy of education. Substantiated is an assumption about importance and actuality of mythologems in overcoming modern crisis in universal mathematical education.
Key words: Myth about Pygmalion, syndrome of Pygmalion, effect of Pygmalion, lecturing in mathematics, philosophy of education.
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