The concept "caring for oneself" is considered in the context of modem life and education. The aim is to reveal the respondents' attitude to the idea of "caring for oneself ", which has arisen in ancient culture and is essential in the anthropological and pedagogical reality of postmodernism. The education of the "innovatively active personality" (E.V. Galazhinsky) is associated with the practice of "caring for oneself". This is the theoretical novelty and practical significance of posing and solving questions of students' and teachers' "caring for oneself". The inconsistency of the positions of the subjects outside the goal-setting of the context of "caring for oneself" and for others for the development of the assertiveness of the individual is revealed. The origins of the methodology in the ancient practice of Socrates and Plato; its scientific and practical comprehension in the critical ontology of M. Foucault focused on the need for dialogue in education to understand the universal values of life and the "culture of oneself", the ability to live in freedom, to realize personal uniqueness. The toolkit includes a questionnaire created by the author (three categories of "caring for oneself": body, mind, soul) and Manuel J. Smith's assertiveness test ("I have the right!"). Quantitative and qualitative results were obtained, the Mann-Whitney U test was used. Respondents amounted to 81 people: students (bachelors and masters) and 28 teachers. The analysis of the answers showed that the concept "caring for oneself" is recognized as a private matter of every person (32), as a result of correct self-education (27), of purposeful education (22). No significant differences were found between groups of students and teachers (U = 623.5), between groups of masters and bachelors (U = 243.5). From the proposed definitions of the concept "caring for oneself", the majority (36) associated it with an egoistic orientation; 19 people (13 of them are teachers) with care for others; 17, including 8 teachers, with their own development. Respondents agree with the statement that "caring for oneself" is a problem of care for others. Significant differences are also confirmed when comparing groups of masters and teachers (U = 347, at p<0.01). The empirical material obtained with the help of Smith's test "I have the right!" showed that 57% agree completely with half of the statements, there are students who share 70% - 80% - 90% of the statements. The data obtained focus on the organization of the university environment, the development of the corporate culture of the university in the conditions of psychological, pedagogical and social facilitation of students in the practice of "caring for oneself".
