Introduction of creative self-expression into instructional activity of the traditional school shows psychological resistance in individuals, and group agression against creative self-expression, both of which grow with age. There is a need to design instructional and educational process on the grounds of harmonization of creative and reproductive foundations. This is impossible to achieve without overcoming the paradigma of the traditional pedagogy which are: monologic, and forming an authoritarian type of personality; intellectualistic, which absolutize the role of abstract, symbolic, and formal logic structures in human thinking; paradigm of inferiority of childhood's creative potential.