The article by P.A. Orekhovsky and V.I. Razumov expresses the attitude of the Russian professors to the processes of transformation of domestic science and education and the search for their foundations, one of which was the concept of the carnival of M. Bakhtin. The applicability of this concept in relation to postmodern social reality is questionable, since the carnival involves the inversion of the “triumphant truth”, relativized in the familiar form of “buffoonery and debunking”. Modern reality no longer contains the “triumphant truth” that could be subjected to inversion; in this regard, only buffoonery remains from the concept of the carnival. We offer our own view on the foundations of the transformation of science and education in Russia, in a postmodern manner suggesting the duality of reality. The first is bureaucratic reality, described by the metaphor of McDonaldization (D. Ritzer), focused on the goal-oriented market relations of “educational services”, quantitative calculation of ratings and controllability of the system. The second reality is the collective unconscious of Russian teachers, whose position is not close to the carnival inversion of M. Bakhtin, but to the traditionalist mystical and religious inversion of R. Genon. Modernity appears to be a distortion of the primordial Tradition, the sacred initiation, in the role of which the Soviet system of science and education most often appears. Each phenomenon becomes the opposite of its true meaning - “servants” teachers, “athletes” scientists, “clowns” experts, while “true” science and education are presented as something self-evident. Both realities are not capable of dialogue, since the former is oriented towards market-oriented rationality and social opportunism, while the latter is oriented toward implicitly or explicitly sacred ethical values of the “cult of science and progress”. Under these conditions, it is naive for scientists to wait for an understanding of their intentions from the reality of the bureaucracy, but it is pointless and destructive to conflict with it. A more realistic way of developing science and education is the self-organization of the scientific community through the formation of circles and dialogue between them, which can be a real discussion.