306 Advances in Social Sciences Research Journal – Vol. 8, No. 2 Publication Date: February 25, 2021 DOI:10.14738/assrj.82.9731. Mihaleva, N. (2021). The problem of Communication in Education. Advances in Social Sciences Research Journal, 8(2) 306-317. The Problem of Communication in Education Nikoleta Mihaleva Department of Social Sciences and Humanities Faculty of Management, University of Economics - Varna, Bulgaria ABSTRACT The article considers the connection of education with teaching as a mean for its realization and the new type of socio-historical inheritance at the end of the XX century. This is related to the changes in the nature of scientific knowledge itself, with the understanding that education is a complicated complex in which, along with teaching, education is present as a process of cooperation and co-creation between teachers and students. And this, in turn, raises the question of changes in value attitudes and new cultural realities in the process of communication / so far understood narrow-mindedly as a converse /, which builds a new type of holistic personalities, whose mentality unites culture and education. Key words: communication, education, new pedagogical paradigm, humanistic values, culture. Today humanity is confronted ever more sharply with the consequences of various global crises – ecological, informational, demographic, national, etc. It is indisputable, however, that one of the deepest crises, representing by itself a global problem of modern times, is that of education, towards which, during each historical period, there were made sharp claims. It is with good reason that the XXI century was declared by UNESCO to be the "century of learning". Realising its outstripping adaptive potential, scholars from many countries have persistently been contemplating the creation of a new pedagogical paradigm, which would help to ensure - according to the quote by Alvin Toffler, - "soft landing" to minors in the future. That is why in one of the documents of the EU there is found the formulation that responsibility for the state of education can not be borne by the "system of education" itself, but rather by the entire society. In this line of thoughts, in education there are reflected those radical changes in the value system, at which we should look in the light of the philosophical and anthropological, the axiological and culturological standpoint. The principal objective of the present study is oriented towards the reconsideration of some theoretical questions and conceptual formulations in the sphere of education, such as: the connection of education with training as a means for its realization and the new type of social and historical inheritance at the end of the XX century, connected with the changes in the nature of scientific knowledge itself; the understanding that education is an intricate complex, in which along with training also present is upbringing as a process of co-operation and co-creation between teachers and students; and this, in turn, poses the question of the changes in values and new cultural realia in the process of socializing /narrowly perceived until now as a process of