EDUCATIONAL TRANSFORMATIONS AND THEIR DOMINANTS: BETWEEN THE DYNAMIC AND STRUCTURE OF PROCESSUALITY

Abstract

This article discusses meta-pedagogical transformation contexts in the areas of human actions and the course of human life from the perspectives of hermeneutics, critical reflection, psychoanalysis, anthropology, and the project of “applied humanities.” The following problems are addressed: 1) shifts of the dominant among factors participating in professional processes and practices, such as dialogue, the rationality of actions, the understanding of tradition, freedom, changes, and the ideal of the space of actions; 2) transversality, structural duality, and oscillations around dilemmas of action and dominants in psychosocial development; 3) traps, limitations, and gaps in traditional approaches to relations between factors in a person’s identity transformation; losing track of discontinuities and internal tensions; 4) the anti-positivist breakthrough in considering the explanations of processes and the trifold “explosion effect” in transformations of agents’ emotive-cognitive representations, including their auto-transformations and interactive alliance in actions; 5) Alternative approaches to the conceptualizations presented in this article. The paper indicates new meaning of the term "theory" from the point of view of "antipositivistic turnover", including theories in pedagogy, sociology and philosophical pragmatic conceptions.