The article deals with the problem of transformation of the role of a teacher in modern education. The emphasis is placed on the fact that modern society is characterized by the problem of redundancy of available information, in connection with which there is a need to shift the main roles of the teacher, the main of which are those that allow not to transfer knowledge, but to select the necessary/unnecessary from the available array, to captivate the learning process and a certain strategy for working with data, as well as to teach listen and hear the other. It is noted that modern education does not require and does not generate fundamentally new pedagogical roles, however, it requires a certain redistribution of roles traditionally characteristic of a teacher. As the key roles for today, the author identifies three: Stalker, Passionary and Interlocutor, analyzing the features of each of them, their significance in terms of the purpose of education and the reasons for increasing this importance in modern society, as well as the main difficulties that teachers may have in connection with the development of these roles.

The article deals with two main topics: what is the attitude towards man and the world, and how it has changed in the history of culture. The author singles out three components in the category of relation - essence, correlation and distinction of members of the relation. The whole, in which changes in relations can be traced, is given by the concepts of “culture” and “personality”. Situations of changing attitudes towards man and the world in European culture are analyzed: the understanding of the soul by Plato and Aristotle; correlation of man and God in the work of St. Augustine and the letters of Heloise and Abelard; freedom and necessity as the poles of Kant’s new European attitude to man; the crisis of the new European attitude to man and the world (Nietzsche and Bibler); deconstruction of the new European attitude to man and the world in the works of Zygmunt Bauman. It is concluded that at present, characterized by a double transition (the crisis of modernity and the formation of “future culture”), the attitude towards the world and man becomes uncertain and deconstructed.

In modern pedagogical activity, it is necessary to return the “living language”. The combination of hermeneutic procedures with the “method of simple physical actions” (Stanislavsky) is aimed at this. As a result, students get acquainted with the effects of linguistic “deconstruction” (Derrida) in an accessible form, which reveals the semantic traces of multiple linguistic differences, references and absences. It gives a rise to “dialogues of indifference” among students with a teacher, among themselves, and most importantly — with their inner interlocutor, or even with an imaginary author about the deep content of his scientific and methodological work. So it becomes the guarantor of the informal development of the studied specialty.