HISTORY AND SIGNIFICANCE OF SITUATIONAL APPROACH TO EDUCATION
The paper examines spontaneous mechanisms of the environmental approach to education according to analysis, hermeneutics and the interpretation of historical, pedagogical and political sources. It is also considered that there is a necessity of theoretical reconstruction of the phenomenal registers and its implementation in the history of pedagogy. Authors declare that noumenal retrospection differs from the retrospective of various axiologically legitimate and also axiologically illegitimate social pedagogy, revealing non-identity, complementarity, and in some cases antagonistic nature of these interrelated directions of pedagogical thinking, search and pedagogical-environmental practices. The article also shows the need of further distinction genuine pedagogical theories, practices and only formal pedagogical technologies, including social and pedagogical-environment, pursuing antieducational and extra-pedagogical goals, opposing the essential and axiological basis of pedagogics.