Metamorphosis of «transformed forms» of Russian educational reality during the reform of higher education

Introduction. The article examines the dynamics of transformations in modern Russian higher education in the context of the metamorphosis of its «transformed forms». The problem of incorrect use of some educational models of other cultures and domestic destructive experience has been updated, taking into account the specifics of regional Siberian universities. Purpose setting. The authors propose to dwell on such fragments as the negative impact of the competency-oriented educational model on the methodological content of the educational process and some «pseudoscientific» trends in university science. All this, in our opinion, can be attributed to the elements of the «transformed forms» of the modern domestic educational reality. Methodology and methods of the study. The work used traditional methods of sociological research (content analysis, questionnaires, interviews), systemic and structural- functional approaches, comparative and retrospective analysis, etc. As an empirical basis, we used data from a sociological survey of teachers of humanities and legal specialties at four Novosibirsk universities, as well as the results of their interviews, revealing objective expert assessments. Results. The article, based on the latest expert sources and the speeches of domestic methodologists and education strategists (the regulator), clarifies the forecasts for the use of a competence-oriented educational model in the conditions of rejection of the Bologna system. The internal contradictions of the system are determined, primarily associated with inversions that significantly influence the formation of its transformed forms. It is shown that in the form that it exists now, the competence model of education is overly formalized, methodologically vulnerable and therefore toxic for the modern qualitative educational process. When considering university science, examples show its excessive bureaucratization and formalization, especially within the disciplines of the humanities cycle, the dominance of pseudoscientific conferences, and, accordingly, «garbage» collections of articles and other publications issued exclusively for reporting, which cannot interest specialists because they have nothing to do with the scientific development of topical social problems. Conclusion . Analyzing only some of the elements of «transformed forms» in modern Russian higher education presented in this study, we can state that educational reality, according to the expert community (and we interviewed more than 120 teachers of Siberian universities), raises many more questions than it answers. Each problem becomes the subject of lively discussions, during which both expert positions and the activities of the regulator are clarified, influencing the development trends of specific areas of reform of domestic education.