The marionette as a positive metaphor of the educational subject: from the objectification of illusion to the pedagogy of conscious connectedness
A. V. Markov1, O. A. Shtayn2
1Russian State University for the Humanities, Moscow, Russia
2Ural Federal University named after the first President of Russia B. N. Yeltsin, Yekaterinburg, Russia
Keywords: philosophy of education, subjectivity, marionette, connectedness, Sergey Obraztsov, objectification, pedagogical metaphor, university education, reflection
Abstract
Introduction. The classical ideal of education, originating from the Enlightenment, is oriented towards the formation of an autonomous, rational, and self-sufficient subject. The modern reality of digital networks, algorithmic platforms, and radical social interdependence calls this ideal into question, demanding new conceptual metaphors to describe the educational subject. The purpose of the article is to rehabilitate the figure of the marionette as a productive philosophical-pedagogical model that allows us to rethink subjectivity in terms of conscious connectedness rather than illusory autonomy. Methodology. The study is based on the methodological convergence of historical-philosophical analysis (from H. von Kleist to S. Obraztsov), the social-constructivist paradigm (P. Bourdieu, M. Foucault, B. Latour), and pedagogical anthropology. The methodological foundation is an approach analogous to E. Gombrich’s “objectification of illusion”, transferred from art history to the sphere of education to demystify the processes of subjectivity formation. Discussion. A deconstruction of the negative connotation of the marionette as a symbol of manipulation has been carried out. Instead, it is proposed to consider its “strings” as multiple connections (social, technological, discursive) that constitute the possibility of any action. Using the theatrical practice of S. Obraztsov as a case study, it is shown how the principle of objectifying perception allows for a shift from the myths of “humanistic” spontaneity or “constructivist” total control to precise work with techniques and conventions. This principle is extrapolated to university education, the task of which is not to deny determinacies but to transform them into an object of critical reflection and instrumental mastery. Conclusion. The marionette is proposed as a new metaphor for the “competent subject,” skilled in the art of mapping, adjusting, and ethically using its own “strings.” The pedagogy of conscious connectedness, derived from this model, aims to form not a “free individual” but a “virtuoso of mediations,” capable of navigating a complex world of objective patterns of influence. This opens the prospect for developing educational methodologies that enhance metacognitive reflection and responsible participation in network interactions.
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