Abstract
The text is concerned with the problem of pedagogical discourses, it states their variety and antinomical character. The author tries to show that despite the fact that antimony in the European tradition is a sign of lack of scientism and that its presence in thought precludes coming to any accept- able conclusion, antinomy in pedagogical theory is an essential prerequisite of a complex understanding of man and all the aspects of his education.
Antinomy also keeps one from sliding into rigid thinking. To what extent it is necessary to view our postmodern present through the generally accepted emphasis on its relativizing tendencies, and to what extent postmodernism contains the possibility of a more complex understanding of pedagogical problems is a question posed in the conclusion of the text.
Another point accentuated in the text is the rhetorical essence of pedagogical discourses which often leads to substitution of mere slogans for thinking and reasoning.