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This article attempts to build a discourse of cultural-semiotic environment for the tutor's concept of education. In order to achieve the set task, analysis is conducted on the case from educational practice, including the author's, pertaining to discovery of a drawn image by a child. In the process of such discovery, the author differentiated three phases: formation of problematic situation, its resolution through drawing a scheme, and learning the reality with secondary objects. This material is interpreted within the framework of a new extended semiotic approach, which includes semiotics not only signs and sign systems, but also schemes, icons, symbols, and works of art. The article discusses the cultural-semiotic environment, which stimulates mental development of a young person, and in addition to semiotic means, features communication, resolution of problematic situation, and ascertainment of the structured explanation by results of the entire process. The author analyzes position of a tutor as a fundamentally different from educational position of the pedagogy of formation. The author also offers a semiotic version of the genesis of culture, in which he distinguishes three different formats &amp;#8210; actual semiotic, social, and anthropological, which impacts the formation of personality. In conclusion, the article presents a description of current situation in culture and education, as well as thoughts on the role and objectives of the tutor movement thereof.	

Understanding of cultural-semiotic environment in the tutor’s concept of education