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The article presents a critical analysis of one of the scientific and practical areas of modern pedagogy, namely integrity continuous education in the humanities. Adepts approach believe his school , which has a base for the construction and modernization of school education and training of future teachers in high school, are able to realize the idea of a scientific school in practice. The article is being reconstructed to the grounds of the initial abstractions, which are based on modern developments considered scientific direction. At the same time identifies the logical and substantive shortcomings of such a deep character that their correction while maintaining the basic ideas (abstractions) and ways to operate them is not possible. The author expresses doubts about the effectiveness of the use of ideas and declarations of the conception, and the fear that its use in the preparation of future teachers can cause substantial damage to education and to strengthen the crisis phenomena observed in a modern comprehensive school. Theoretical apparatus concept does not correspond to any logical canons and cannot reasonably be interpreted either from the standpoint of structural and functional logic, either in terms of genetic (dialectical) logic, although the authors and adherents of the conception and use the concept of the concept of development. Basis of criticism and fear of the author the conception as isolation from general scientific and philosophical grounds, and on the real practical learning activities. The article is addressed to undergraduates and graduate students of pedagogical, psychological and pedagogical skills, university professors, design innovation and research in education. Addressing the relevance of such determined that pseudoscientific vocabulary becomes a factor in discrediting and vulgarization authoritative theoretical approaches, which might serve as the basis for a really educational modernization.

obŝestvo: filosofiâ, istoriâ, kulʹtura

Теоретико-методологические основания метатеории сознания: сфера сознания как данность (по материалам исследований М.К. Мамардашвили и А.М. Пятигорского)