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Narcissistic Culture and Where to Find it

The article contains a response to the previously published (Ideas and Ideals, 2021, vol. 13, iss. 3, pt. 1, pp. 84–102.) article by P. A. Orekhovsky and V. I. Razumov “The Onset of Narcissistic Culture: Consequences for Education, Science and Politics”. The author considers that the definition of culture as a narcissistic is an effective metaphor that allows to conceptualize a general tendency that now manifests itself in a number of outwardly disparate phenomena. The ethos of modern culture is the self-centeredness of its representatives, the organization and assessment of reality in relation to this center as a natural attitude. The article suggests some of the possible directions for the development of the concept. The foundations of narcissistic culture go back to the demassification of production and devaluation of objective knowledge in information dynamics. The author traces the connection between the spirit of narcissistic culture and the development of subject-practical knowledge (systematized and didactically formalized experience) as a special epistemic type and a kind of alternative to classical scientific knowledge. The article indicates the problems associated with the parallel functioning of two types of knowledge in the educational system. Another natural consequence of the onset of narcissistic culture is radical formalization of the education system, since demonstration and positioning in this type of culture are more important in comparison with the real content. In this regard, the author notes an increasing gap between the circulation of information in communication flows and the achievement of the knowledge by their participants. The generic sign of knowledge is consistency, which, among other things, involves the establishment of meaningful relationships between areas of knowledge that form both the general and professional picture of the world. Constant transformation of the organizational framework of education, controlled by formal signs, destroys, firstly, these relationships. In addition, the author evaluates pseudo-scientific knowledge as one of the manifestations of narcissistic culture. The traditional foundation of the pseudo-science is an intermediate level of education, which connects a reverence towards science with an inability to assess the content of scientific ideas. This foundation is complemented in a narcissistic culture by a general belief in the justification of any views and the sufficiency of one’s own opinion in any case. At the same time, the narcissistic culture has its own resources for growth, and the author sees the opportunity to use them, including the educational practice.