Abstract
The theoretically untenable and empirically inadequate code model of linguistic communication predetermines the paradoxical situation in education, when the Russian language, as a school subject, becomes one of the hardest in the school curriculum, while the didactic goal it aims to achieve is vague and indeterminate. The hypostatization of linguistic signs into autonomous container-like objects with meanings as their contents motivates the so-called morphemic analysis - the breaking down of words into their components (morphemes) that possess specific «quanta» of meaning, while the educational purpose of such an “analysis” is unclear, and its cognitive value is negligible, because morphemic analysis does not relate to the practice of living in language.
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