A modern teacher within the childhood values interior

Abstract

The article is devoted to the phenomenon of the modern teacher personality in the context of the childhood values problems. The present work continues a series of publications devoted to the discussion of axiological and cultural context of the new pedagogical reality characterized by the destruction of the traditional ethical core of professional pedagogical culture, which no longer provides social consolidation within children’s groups, cultural protest manifestations of which take a form of a social behavior program with the freedom of self-expression as the priority. The authors believe that the dramatic space of modern school culture limits the social freedom of a child by «permitted» models of behavior focused on the past as on a standard (A. Y. Flier). As a result, it leads to communication barriers’ density increase that enforces the axiological resistance to teacher’s cultural influence that is becoming a norm of social communication, violating the constructive functioning of adequate pedagogical means of social practices of the positioned «creative interaction» and cultural orders. There is a special relevance of the axiological confrontation within the anthropocentric Absolutes crisis that affects the teacher personality as a subject of pedagogical activity, the archaic system of which gives a negative social, educational and cultural effect, and requires building a new axiological hierarchy of its components. In today’s anomalous situation, changing the meaning of collective ideas about the properness, the authoritarian model of school interaction and the «adult» dictatorship of teacher’s values have lost its effectiveness. The hidden mechanisms of resistance to the «values of childhood» destroy the former image/svg+xml43 hierarchical supervision over the «right choice of values», exacerbating the culture interaction issue. Taking into account the prevailing of the «post-culture» subject-object relations that formed the basis of social interaction in the educational space, the authors are convinced that the childhood values represent the basis not only for the functioning but also for the development of pedagogical culture as a «real cultural work on meanings production and translating them into knowledge production» (O. Zhukova).In conclusion, the authors express the importance of harmonizing the school cultural space, in which there would be an adequate axiological standards balance between the educational process participants.