Prolegomena of “living pedagogy”: reflexive analysis

The paper outlines the priorities of the educational policy of the Russian Federation in the field of education. The problem trends that led to the educational crisis in Russia, as well as the regulatory framework forming the basis for educational activities are analyzed. The authors consider different approaches to the category of “education” - from the point of view of legislators and the scientific community. The authors' interpretations of the concepts of “educational strategy” and “educational unit” are offered. The thesis that the educational system has to be enriched with a value-meaning, human-centered content reflected in the concept of “living pedagogy” is put forward. It is vital to use the reflexive analysis of progressive pedagogical experience in the framework of the restoration of “living pedagogy” taking into account the present sociocultural situation. The paper expresses the authors' vision of the content of “living pedagogy” as well as an analysis of scientific research in this field. The conclusion about the relevance of the ecosystem approach in the implementation of the concept of “living pedagogy” was drawn.