Transgression as a Way of Understanding the Boundaries of Types of Classes in the Educational Organizations of the Ministry of Internal Affairs of Russia

Abstract

This paper examines the issues concerning the boundaries of types of classes in the educational organizations of the Ministry of Internal Affairs of the Russian Federation. On the one hand, there are canonical types of classes, such as lectures, seminars and practicals. On the other hand, the variety of methods, techniques and technologies used by teachers give rise to new types of classes (lecture-discussion, seminar-round table, training). This leads to two main consequences: firstly, to the creation of more such
hybrids, which get canonized over time, and, secondly, to difficulties in distinguishing between the classes, since they, as a rule, are not generated within the framework of traditional educational technology and, as a result,
acquire features of other, related types (thus, a lecture becomes more like a seminar, and vice versa). In this regard, researchers face certain challenges in determining the essence and boundaries of the established types of classes. Transgression as a philosophical category makes it clear that this is an inevitable phenomenon, since boundaries, acting as a separator of certain forms and phenomena, often acquire an optional function, the essence of which is that any conventional feature encourages one to overcome it. In other words, delimitation emphasizes the relationship between two or more formally unrelated phenomena, which is illustrated by transgression showing a dialectical correlation between the named types of classes. As a solution to this problem concerning the conventional boundaries of types of classes in higher education, the authors suggest using the term performative type, which, on the one hand, eliminates the need to differentiate between various types of classes and, on the other hand, describes the nature of the activity, which gravitates towards becoming a performative act through discourse.