Reading crisis versus education crisis

Relevance of the study is determined by the difficulties faced by practicing teachers in a real learning situation, in which the text serves as the basic educational material (mediator). The currently dominant rhetoric of educational innovations asserts a “text crisis” (as an educational subject) in the mode of slowing down (lag, delay, or inconsistency) of a meaningful update of textualized educational knowledge in relation to the dynamics of scientific and technological knowledge. Purpose. The authors of this article are trying to withdraw the problem of “reading crisis” in the current educational space from the usual interpretation plans: “social genealogy”, “natural course of things”, “removability of circumstances” (external and internal), which appeals in the mode of socio-psychological fatigue to the symptomatology of the change of generations (partly inscribing its fragments in the rhetoric of the “identity crisis”). Tasks. The key issues of the analysis in this case are the mechanisms of the metatextual educational semiosis, speech education practices, meditative communicative devices, the design of academic subjects, and the organization of education itself, which now loses its system characteristics (form, since stability disappears; image due to its dependence on structural displacements; and essence, for the combination of unity becomes problematic). Methods. The study uses an ensemble of semiotic, phenomenological, structural-typological and critical-analytical (deconstructive) methods. Regarding the role of a critical action, it is supposed to eliminate the customary explanatory support for the teacher - the deformation of the student's personality structure (his abilities, competencies, everything that appeals to unintended deficiency and loss). Research result. The results of this study contribute to the development of the methodology of educational science by providing important insights to the new educational concerns. The study employs several analytical and rhetorical methods. Firstly, it introduces the concept of ‘events' into educational analysis, which allows to recontextualise the problem of “reading crisis” in the contemporary education. Secondly, it offers a radical revision of the contexts of the interpretation of “social genealogy” of the natural course of events and the changing dynamics of circumstances (external and internal); it demonstrates the “work” of the power of the interpretative strategy and its symptoms. Thirdly, it formulates a key question for the current state of art in education - on the nature of the discursive-analytical action that can cause an override of the problem of the education crisis. All of the above methodological considerations are elements of radical reflection that provides the possibility of transgression of the reference point of the reading crisis what beyond the boundaries of habitually functioning subject relationships. This transgression can be seen as an ontological transformation (similar to the phenomenological turn of E. Husserl). Conclusions. The transformation of the educational field is not possible if it relies only on individual resources that bring the subject to his/her own border. This article proposes the idea of educational project that involves the transformation and critical reflection of a special kind, which occurs in the course of explication of trans-subject settings. Educational reading understood as an event provides one of the most important examples of such settings. The main conclusion: at the moment of the present, the practice of educational reading reveals the source of its development through the recontextu-alization of its own crisis. It is the effect of the crisis that brings the anonymous forces of educational change to the creation of both the circumstances themselves and the logic of their interactions. The project of educational transformation should be based on the logic of event interaction and include a critical rethinking of the effects of inertia of pedagogical discourse centered on the subject.

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