Is it possible to turn the "upbringing" from Cinderella into a princess?

Abstract

The article discusses the situation with education in modern culture and pedagogy, raises the question of the reasons for the decline in interest in education and the possibility of its revival in the near future. The meanings of education (widely understood education, controlled development, inclusion in culture) are considered. Two conditions of the conceivability of the traditional understanding of education are analyzed. Firstly, it is the principle of "epistemological transparency" (according to it, the teacher knows the laws of student development and the requirements that will be imposed on him at the exit of education-upbringing), which allows to determine the goals and content of education-upbringing, as well as methods of education.   Secondly, the "deterministic" principle: the development of a young person can be directed in the direction desired by the state, society and school, while blocking the student's activity leading in the wrong direction. It is argued that currently both of these conditions are not met, which forms a problem for education. Social reality is increasingly thought of as pluralistic, complex and uncertain; and determination in the field of education is becoming less and less, on the contrary, the principles of variability, the need to take into account different types of personality and divergent trajectories of their development and evolution are rising to the shield. The installations of a new concept of education, taking into account modern challenges of the time and sociality, are considered. According to the author, education should satisfy the "environmental approach", "personalistic" and "reflexive-conceptual".