Ambivalence, the main object of our considerations, is a category which has been attacked by the traditional education science for quite a long time. Those who stress it is essential in the contemporary discourse concerning the education science will be accused of postmodernist gibberish. Their “subversive” opinions violate the traditional way of thinking of education focused on the “centre”, based on “what is right”, and promoting the only correct, canonical model. Therefore, reinterpretation of the category of ambivalence, which has been made in the social sciences (consequently, in education) through its supporters for some time, seems justified. The awareness that it cannot be removed from life is more and more popular. The purpose of the article is to stress that the ontic complexity of the contemporary reality does influence an individual’s everyday life and, to some extent, forces the same to take decisions that are in the midst of hard–to–reduce contradictions. In such a context, ambivalence loses its one–meaning deficit status that needs to be removed. Instead, it becomes a component of new cultural competences of an individual.