Abstract: The subject of this research is the alienation of tradition as a way of relating to the past. The goal of this article consists in conceptualization of an “alienated tradition” as a mode of relationship between the social present and the social past, generated by the historical dynamics of development of the tradition, which is simultaneously a factor of social development and a source of personal suffering. The research methodology leans on the principle of social epistemology, which implies following the mutual conditionality of evolution of representations on connection between the present and the past, reflected in the concept of tradition sociocultural mechanisms of the  tradition. The article analyzes the language of interpretation of tradition as a combination of sociocultural mechanisms connecting the social present and the past. The novelty of this work consists in interdisciplinary synthesis of the concepts and research positions: the classical concept of alienation, research on intergenerational communication and cultural memory, socio-criticism studies, and theory of suffering. The alienation of tradition suggests objectification of these connections, in terms of which the social past perceived by a person as the new and communicative grounds for the alienation of tradition, emerged as result of increasing vicariousness of intergenerational communication. The alienation of tradition has a dual meaning. On the one hand, it becomes the foundation for self-determination of a person with regards to cultural continuum, force of development, due to the fact that a person is no longer positioned as a result of determinacy by the past, but an active subject who transforms the world relying on own mind, rather than the legacy of the past. On the other hand, the alienation of tradition becomes a cause of suffering; the more vicarious becomes the person’s relationship with the past, the more antagonistic and alienated become the grounds for his existence in culture that are determined by the past.

Abstract:  
The subject of this research is the dynamics of conceptualization of the phenomenon of cultural reproduction, expressed in the concepts of tradition and cultural memory, as well as the related concepts of the invention of tradition, historical memory, and post-truth. The article analyzes the transformation of epistemological approach that took place in the late XX century towards reproduction of culture, reflected in the change of the fundamental conceptual metaphor – from “delivery”(traditio) to “memory”, which means a shift in the dominant approach towards the structure of cultural continuum that appears to be attributed not to the objective reproducible content, rather than its construction by the subject. It is suggested to examine the questions of current interrelation between post-truth and public consciousness. The author creates an instrumental approach towards tradition, which is characterized by pragmatism expressed in the intention towards management of social relations, where tradition is a tool for managing the present through the formation of representations about the past, and constructivism, which implies that tradition is a construct of perception formed in the present, not reflecting the past itself. Being internalized in a broad social context, the instrumental approach is realized within the framework of the state of post-truth, which does not consider the past crucial for the formation of public opinion compared to other personal beliefs, as well as management methods applied to the latter. Problematization of the theme of post-truth demonstrates the internalization of instrumental approach into a broad social context, indicating the cross-effect pf epistemological and general cultural social context with regards to problem of interrelation between the social past and the present.
 

Abstract:  
The object of this research is the process of self-organization of students of the higher school. The subject is the principles of planning the educational process in the higher school in the conditions of self-organization of students on the basis of synergetic approach. The goal consists in theoretical substantiation of the model of educational process in the higher school in accordance with pedagogical synergetics. Research methodology is the pedagogical synergetics. Synergetic approach allows integrating the experience accumulated in pedagogical science and creating the model of educational process in the conditions of information society and the self-organizing learning environment. The authors examine the two approaches towards self-organization of students: personal and collective. The principles of planning the educational process in the conditions of self-study of students and rich information environment based on synergetic approach are proposed. The conclusion is made that synergetics can serve as a methodological framework for studying the phenomena of self-organization in the learning process of students in the higher school. The two forms of self-organization are determined: coherent (from homogeneous elements) and continual (from heterogeneous elements). It is demonstrated that progressive self-organization in pedagogical systems can be only of continual type. The article offers the following principles of planning the educational process by the type of continual self-organization: the principle of diversity at the entry to system, the principle of continuous interaction and openness of the system, the principle of nonlinearity of development, and the principle of system memory. The novelty of this work consists in formulation of the principles of pedagogical synergetics on the methodological level for planning the educational process of the students of higher school. The authors' special contribution lies in substantiation of the role of diversity and memory in the context pf self-organization in open pedagogical systems.