Alma Mater
ISSN 1026-955X
Vestnik Vysshey Shkoly (Higher School Herald)
The best way to learn all about Higher Education


Principles of anti-pedagogy and modern tasks of education

N.P. Sukhanova
80,00 ₽

UDC 141:37.01  


N.P. Sukhanova is Cand.Sci. (Philosophy), doc. at Novosibirsk State University of Economics and Management е-mail:


Researched is development of pedagogy in connection with evolution of philosophical thought. Postmodern philosophy, pluralistic and relativistic in its basis, expresses its disappointment with ideas of rationalism and ideals and values, developed on its basis. Antipedagogy is considered as a concept, basic principles of which are built on foundation of postmodernism that denies objective reality of any phenomenon. The culture of postmodernism is characterized by absence of hierarchy and authorities, freedom of human expression, possibility of peaceful coexistence of opposite views and theories. Attention is focused on one of the key principles of antipedagogics, i.e. the principle of spontaneous autonomy of student, on the basis of which the concepts of “open education” and “self-determined learning” are built. The main goal pursued by antipedagogy is analyzed, which consists not in upbringing, but in maintaining and seeing as friend and partner in relation to child in adult person as opposed to authority and mentoring. It reveals understanding by theorists of the antipedagogy of traditional education system as violence against person that ultimately leads to depersonalization. So understood pedagogy is interpreted as suppression and educational pipeline, from which it is necessary to get rid of, moving towards free teaching. It is concluded that antipedagogy has prepared ground for perception of modern educational tasks that meet challenges of the time, incl. formation of person’s ability to live organically in society in situations of uncertainty, ambiguity, polarity of points of view.

Key words: philosophy, postmodernism, education, culture, society, pedagogy, antipedagogy.



  1. Agapov, O.D. Farewell to post-modernism: alter-globalism as social-humanitarian strategy. Ideas and ideals. 2019. No. 1. P. 45–56.
  2. Darinskaya, L.A. Pedagogy at verge of centuries. From enlightenment to post-modernism. Almanah of modern science and education. 2008. No. 4-2. P. 72–76.
  3. Donskaya, E.V., Elkan, O.B. Meta-virtualism goes to change of post-modernism. Uchenye zapiski Krymskogo federalnogo universiteta n.a. V.I. Vernadsky. 2018. No. 4. P. 161–170.
  4. Zorina, E.V., Yakovleva, L.E. Features of educational system in modern world: origins of transformation. Design and technologies. 2015. No. 47 (89). P. 138–146.
  5. Kamenev, S.V. From orders to offers: Russian education on ways of reformation. Historical, Philosophical, political and juristical sciences. Problems of theory and practice. 2017. No. 12-4 (86). P. 75–78.
  6. Latun, V.V., Zadorozhnaya, O.V., Okuneva, I.A. Anti-pedagogy as trying of radical change and it’s idea-theoretical origins. World of science. 2017. No. 1. P. 64.
  7. Marinosyan, T.E. Implosive of education. Philosophical sciences. 2017. No. 11. P. 7–21.
  8. Ogurtsov, A.P. Anti-pedagogy: challenge of post-modernism. Higher education in Russia. 2002. No. 4. P. 54–68.
  9. Ogurtsov, A.P. Post-modern image of human being and pedagogy. In: Subject, cognition, activity. Moscow, 2002. P. 296–327.
  10. Ortega-i-Gasset, H. Mission of university. Moscow, 2019.
  11. Sukhanova, N.P. Problem of method of definition of scientific truth in the program of discursive analyses. Values and meanings. 2019. No. 5 (63). P. 53–64.
  12. Sukhanova, N.P. Problem education and lecturing of philosophy. Alma mater (Vestnik vysshej shkoly). 2019. No. 10. P. 61–63.
  13. Shutenko, A.I. Crises of higher school: testing by post-modernism. Sibirskiy pedagogicheskiy zhurnal. 2005. No. 5. P. 197–203.