MECHANISM OF FORMATION OF INTERPASSIVE SUBJECT SILENT IN EDUCATIONAL SPACE

Abstract

This article examines the issue of interpassivity of the silent subject, which is formed from among the educational space and thanks to which it acquires stability. Therefore, it is about the mechanisms of formation and the possibilities of expression that an individual who has lost the ability to express himself is capable of. In humanitarian discou rse, the concept of interpassivity is reduced to the phenomenon of delegated responsibility: one’s own intentions, actions, or feelings are transferred to some external object. When it comes to interpassivity, we have the opportunity to see not a passive spectator of the performance, but one who joins the process through his own assessment (pleasu re or disgust) and expression of opinion about the action. He does not take direct partici pation in the type of interactivity: being an outsider, he feels a certain need to join any action. Interpassivity, on the one hand, provides a sense of involvement, and on the other hand, encou rages to be constantly in the context of what is happening and at the necessary moment to join in, to join with you r voice in the common field of endless chatter and chatter. According to such researchers as: Robert Pfaller or Slavoj Žižek, interpassivity is an expression of the degree of pleasu re, stupidity and recklessness in social life. And they teach interpassivity from early childhood, for example, when parents take over the function of solving children’s issues. And so gradually the subject loses the ability of independent activity, transferring it to another. He himself only enjoys or is dissatisfied with what the other has done and actively manifests himself only in relation to insignificant, peri pheral, that which is insignificant in the structu re of his existence.