The article aims to examine the limitations of the «spatial-environmental» approach to education and the perception of time in terms of its instrumental and measuring meaning. The author reveals the role of temporal constituent in education, its influence on shaping the foundation of educational models regarded in the process of their transformation. Temporal components are considered in terms of their informative-communicative, existential-ontological and historical-epistemological dimensions that define certain value hierarchies of contemporary education. It is concluded that the semantic content of educational interaction largely depends on both the organization and understanding of its temporal structure.
Key words: contemporary education; temporality of education; historicity of education; educational interaction; values of education.