Home – Home – Jornals – Professional Education in the Modern World 2014 number 4

The article reveals genesis of fetishism and approaches to its overcoming in theory and practice of education as non-productive item, but the necessary one. In contexts of crisis, fetishes and fetishism in education are new concepts in Philosophy and Pedagogics as education has always been considered to be ahead of any social reformations since Yan Amos Komenskiy and class-and-lesson-system. However, globalization and its progressive tendencies demonstrated economy to be ahead of education; consciousness as an element of the whole educational process is conservative and it is developed rather slowly than environment modified by consciousness people does. So the paper considers fetishism as a genetic and society component which shows declinations or crises in human development and not as a subjective social mechanism of changes antagonism. Globalization is analyzed as an objective process of society development accompanied by crisis consciousness which is revealed a subjective process of transition periods in the history of the society. In the age of transformation with no efficient mechanism of adaptation, society chooses the model which unites and balances rudimentary and innovative elements of life. The author demonstrates successful analysis in crisis consciousness research taking into account that crisis processes take much time and often occur. Professional education in globalization requires new approaches where education and upbringing are considered to be complementary and interdependent processes overcoming excluding one fetishes and including other ones.