The article focuses on the current education crisis treated as a crisis of the relevant pedagogical discourse. The authors claim that in the context of dynamic cultural changes the refraction of educational descriptions’ forms is becoming a factor of the educational development blockade. According to the authors, the transformation of the pedagogical discourse that stops this kind of blockade is in line with a radical change of the subject field of pedagogy. This concerns, in the first place, the change of the way of educational reality’s scaling, focusing the pedagogical attention on the ‘molar’ level of education performance as well as the processes of education semiosis and micro-changes that are in place in it. Apart from that, discourse changes indicate the connection with denaturalisation and dereification of educational phenomena that manifest their discursive and opportunistic nature in the new description. Finally, in the new description, the nature of educational processes is radically changed: learning manifests the connection with the loss of capability learning, teaching – with self-experimenting, sign acquisition – with its elimination, whereas identifying oneself with the other – with the others becoming estranged and different. In the latter case, it is about the transformation of otherness realization mode, as well as specific constitution of education subject and forming a special relationship between a student’s position and an imagined Other, his/her concentration on himself/herself due to lack of the Other whose availability or non-availability enables to discover and change the meaning of the student’s current position and semiotic relations realised by him/her.

The article is dedicated to the narrative space of D. Klus-Stańska’s book: Paradygmaty dydaktyki. Myśleć teorią o praktyce (Wydawnictwo Naukowe PWN, 2018). The research perspective adopted in it is oriented towards the analysis of difficulties encountered in the practice of the written scientific text, the aim of which is to present educational constructs of different quality and at the same time to facilitate students’ navigation within their multiplicity. The study also assesses the educational procedures of the author, who experiments with the organization of a scientific text addressed to students and its graphic design. In the course of analyses, the specificity of the author’s textual techniques was identified, involving e.g. contextualisation of the languages described and their linguistic deconstruction, as well as intertextual exposition of educational narratives.