DECONSTRUCTING AUTHORITY: THE TEACHER AS A COMMUNICATIVE PARTNER IN POST-HIERARCHICAL EDUCATION

Abstract

The article presents a detailed philosophical and communicative analysis of the process of deconstruction of the teacher's authority in the conditions of the formation of a post-hierarchical educational reality. The initial thesis is the study that modern education is experiencing not a crisis of authority as such, but its deep transformation, associated with a change in the epistemological, cultural and communicative foundations of knowledge production. In this context, the deconstruction of authority appears as a process of rethinking its nature, sources of legitimation, and ways of functioning in pedagogical interaction. Particular attention is paid to the phenomenon of communicative partnership as a new ethical and pedagogical norm. It is argued that in the conditions of post-hierarchical education, authority no longer guarantees an institutional position, but is formed in the process of interaction – through openness, competence, reflexivity and the ability to dialogue. Authority acquires a procedural, dynamic character, preserving the effect of trust observed in communicativeness. The purpose of the article is to understand the deconstruction of the teacher's authority and to substantiate the model of the teacher as a communicative partner in the conditions of post-hierarchical education. The methodological basis of the research is an interdisciplinary approach that integrates ideas from the philosophy of education, communication theory, and modern socio-humanitarian concepts of power and knowledge. Such a methodological framework allows for a comprehensive understanding of the process of deconstruction of teacher authority as a multidimensional phenomenon that is formed at the intersection of discursive, cultural, and pedagogical practices. The scientific novelty of the article arises in the complex philosophical and communicative understanding of the process of deconstruction of the teacher's authority in the conditions of post-hierarchical education and the substantiation of new approaches to pedagogical interaction. The study found that the deconstruction of the teacher's authority is a natural consequence of the transformations of the modern educational space, caused by changes in communicative, cultural and epistemological principles. It is proven that authority in post-hierarchical education does not arise, but acquires new forms – it is formed as a procedural, dynamic phenomenon that affects interaction and is based on trust, competence and ethics