UDC

125+378.147

DOI

10.37482/2687-1505-V304

Authors

Anton A. Kochkin
Krasnodar University of the Ministry of the Interior of the Russian Federation;
ul. Yaroslavskaya 128, Krasnodar, 350005, Russian Federation;
ORCID: https://orcid.org/0000-0002-1251-6739 e-mail: kochkin@a-kochkin.ru

Abstract

This paper examines the issues concerning the boundaries of types of classes in the educational organizations of the Ministry of Internal Affairs of the Russian Federation. On the one hand, there are canonical types of classes, such as lectures, seminars and practicals. On the other hand, the variety of methods, techniques and technologies used by teachers give rise to new types of classes (lecture-discussion, seminar-round table, training). This leads to two main consequences: firstly, to the creation of more such hybrids, which get canonized over time, and, secondly, to difficulties in distinguishing between the classes, since they, as a rule, are not generated within the framework of traditional educational technology and, as a result, acquire features of other, related types (thus, a lecture becomes more like a seminar, and vice versa). In this regard, researchers face certain challenges in determining the essence and boundaries of the established types of classes. Transgression as a philosophical category makes it clear that this is an inevitable phenomenon, since boundaries, acting as a separator of certain forms and phenomena, often acquire an optional function, the essence of which is that any conventional feature encourages one to overcome it. In other words, delimitation emphasizes the relationship between two or more formally unrelated phenomena, which is illustrated by transgression showing a dialectical correlation between the named types of classes. As a solution to this problem concerning the conventional boundaries of types of classes in higher education, the authors suggest using the term performative type, which, on the one hand, eliminates the need to differentiate between various types of classes and, on the other hand, describes the nature of the activity, which gravitates towards becoming a performative act through discourse.

Keywords

transgression, types of classes, Ministry of Internal Affairs of Russia, higher education institution, performance, performative type

References

1. Kashtanova S.M. Transgressiya kak sotsial’no-filosofskoe ponyatie [Transgression as a Socio-Philosophical Concept: Diss.]. St. Petersburg, 2016. 203 p.
2. Bataille G. L’expérience intérieure. Paris. 1954. 309 p. (Russ. ed.: Batay Zh. Vnutrenniy opyt. St. Petersburg, 1997. 333 p.).
3. Foucault M. Volya k istine: Po tu storonu znaniya, vlasti i seksual’nosti [The Will to Truth: On the Other Side of Knowledge, Power and Sexuality]. Moscow, 1996. 446 p.
4. Bataille G. Istoriya erotizma [The History of Eroticism]. Moscow, 2007. 200 p.
5. Eliade M. Aspects du mythe. Paris, 1963. 246 p. (Russ. ed.: Eliade M. Aspekty mifa. Moscow, 2010. 251 p.).
6. Latour B. Reassembling the Social: An Introduction to Actor-Network-Theory. Oxford, 2005. 301 p. (Russ. ed.: Latur B. Peresborka sotsial’nogo: vvedenie v aktorno-setevuyu teoriyu. Moscow, 2014. 384 p.).
7. Foucault M. O transgressii [On Transgression]. Tanatografiya Erosa: Zh. Batay i frantsuzskaya mysl’ serediny XX veka [Thanatography of Eros: G. Bataille and the French Thought of the Mid-20th Century]. St. Petersburg, 1994, pp. 111–132.
8. Hübner K. Die Wahrheit des Mythos. München, 1985 (Russ. ed.: Khyubner K. Istina mifa. Moscow, 1996. 448 p.).
9. Cassirer E. Filosofiya simvolicheskikh form. T. II. Mifologicheskoe myshlenie [Philosophy of Symbolic Forms. Vol. 2. Mythological Mentality]. Moscow, 2011. 279 p.
10. Bourdieu P. Sotsiologiya sotsial’nogo prostranstva [The Sociology of Social Space]. St. Petersburg, 2005. 288 p.
11. Barthes R. La Chambre claire: Note sur la photographie. Paris, 1980 (Bart R. Camera lucida: Kommentariy k fotografii. Moscow, 2011. 272 p.).
12. Barthes R. L’empire des signes. Geneva, 1970. 151 p. (Russ. ed.: Bart R. Imperiya znakov. Moscow, 2023. 168 p.).