This article, through a prism of reduction, focuses on the gaming of practical phenomenology (M. van Manen), logical atomism (L. Wittgenstein), rhizomatic movement (Deleuze) as well as anthropocene moods in the playground of the education science. It also considers the practical manisfestatation of these fashionable philosophical methodologies and possible perspectives in the modern-day education. The text of the article joins the ideas of different methodologies to a critical gaming.

The article focuses on the phenomenon of the first meeting between an educator and a child on the autism spectrum and the an educator’s experiences during the encounter. An analysis of the scientific literature shows that the number of autistic children in Lithuania is increasing. The text describes a meeting between a pre-school and a pre-primary school educator and a child with autism spectrum disorders. The analysis unfolds the experience of particular educators when they meet a child with ASD in an ordinary pre-school group. During a hermeneutical phenomenological analysis, the experience of the educators are based on two existential subjects: experienced relationship and experienced body. During the first meeting with a child with ASD, educators attempted to establish a relationship with the child. Although each participant of the analysis experienced this beginning individually, all of them were confronted with a challenge in communication while establishing these relationships. Autistic children avoided the methods of relation contracting that were usual to educators. When educators contacted with the autistic children, their experience unfolded through the children’s bodily experience (appearance and behaviour).

In this article it is discussed whether the catholic education may be approached as the alternative for the dominating education system. In the theoretic part I did reveal that regarding to the historical context, the catholic education is a traditional, during different periods reflourishing phenomenon. That is why the notion alternative while speaking about a catholic school in Lithuania may be used in some extremely specific cases: a) how catholic education becomes an opposition for different repressions as well as for a worldview that is uncongenial for the catholic culture; b) when there is an objective to gain reservations necessary for an education institution as well as not to pursue certain reforms that are provided for at a national level. Phenomenological analysis has grasped that an incredibly special space of a catholic school that appears in the remembrance of the participants of the analysis, is a chapel. A relation based on trust between adults and pupils in a catholic school, stimulates pupils to proceed the same well that they witness the senior (teachers and other pupils) as well as their peers (building team and embracing correlation) doing. On the other hand, negation and disregard of a classroom relation problems may lead to hidden, decennial sneering. Body dimension at a catholic school displays in several aspects: voluntary physical assistance and embracing look at the different one, a shocking collision with a theme about one’s sexuality and peaceful belief in body resurrection that provides strength and hope. Exclusive time in catholic education – planned retreat kairos time. Other scheduled liturgical practice (Mass) for some pupils becomes as resistance time for senselessness. Also, the transformation time when worldview of a school is changing, leads to foreignness and anxiety experience that stimulates resistance as well as desire to replace a school back to the usual, “normalcy” condition. Some exceptional catholic education features that are mentioned in a theoretic part of the article also are seen in findings of phenomenological analysis, that are: pastoral care practices, liturgical practices and practise of mercy activities.