Personal Self-identity As an Aspect of Educational Space and Time

The article implements a philosophical approach to the problems of education. author sees main problem in fact that stereotyping and monologiza­tion human behavior, thinking communication many ways are conse­quence education system being monologue: most importantly, content is viewed as pedagogically adapted social experience transmitted student without taking into account his personal, cultural historical background other characteristics. debates such knowledge-transfer, subject-object nature leads expansion exter­nally specified capacity educational space. Most arguably, it does not take himself education, mis­sion, purpose, peculiarities, creates preconditions for loss person’s identity an internal space which regards interaction inter­nal forms, words actions. Overloading at all its lev­els pedagogical science time. In research, shows time create own metasubject learning results differs from takes ac­quire integrated, interdisciplinary “knowledge”. Based on concept “inter­nal forms” word (A.A. Potebnya, G.G. Shpet, P.A. Florensky, N.S. Avtono­mova), considers dialogical student’s inner determines self-identity. author’s re­search heuristic dialogue, questioning dominant new things belongs student, teacher, im­portant tool formation development – self-change, condition conjugation “external” objective (histori­cal) with “internal” ahistorical, meta-time.