Introduction. the article considers a co-existential view of the process of education, which here can be viewed as the “pedagogy of experience” the joint existence of adults and children. The purpose of the article is to reveal the ideas of the co-existential approach as a method of “pedagogy of experience”, through the organization of the process of value-semantic interaction between the teacher and students. The article shows the necessary characteristics of “pedagogy of experience”, the position of the teacher, the direction of activity. The main method of research is the analysis of scientific literature on the problem, which allowed us to use similar results obtained in pedagogy, psychology and other branches of scientific knowledge, reflection of our own experience in this area, modeling of co-existential situations in interaction with children, in the organization of their living space. The results of the study, discussion. The necessary characteristics of the co-existence method are presented: common interest; openness and trust; conditionality; reflexivity. The author outlines the components of the teacher’s position in this interaction, which sets different levels of interaction: emotional, cognitive, value-semantic, and activity-based. The characteristic of the sphere “between”, the space of interaction, is presented: a circle that includes the person and other people; a set of significant events; always a characteristic of the present. “Pedagogy of experience” is based on the child-adult community, as a system of significant connections and relationships between people, their access to a common value-semantic space. Co-being child-adult community is the relationship of the self and we, participants feel their involvement with others, there appears a sense of WE, whereas everyone is aware of their individual Self, separateness from others. Subjectivity as an activity of the Self is not only an activity outside (self-realization in society), but also a focus on oneself as an object, the subject is the key to “creative self-activity” and self-change. In conclusion, it should be noted, that one of the means of describing the practices of eventfulness is the pedagogical situation, which stimulates the appearance and keeps the co-existence of a child-adult community in the interaction of the teacher and students