The paper analyzes the strategy of problematization of modernity as a special type of study of the present, which develops in philosophy, sociology, political science, pedagogy and psychology in recent years. The author draws on the recently discovered and published work of M. Foucault “Philosophical Discourse”, the sociological concept of the present (R. Castel), uses the actual papers by C. Coopman, I. Stengers, C. Bacchi, L. Fendler, and others. The concepts of “problematization”, “history of the present”, and “strategic presentism” are analyzed. It is demonstrated that posing the question of modernity opens up two perspectives for philosophy: the perspective of the “ontology of oneself”, the constitutive experience of man in the epoch; the perspective of problematic cultural practices connecting the present with the past. The philosophical problematization of modernity is compared with the method of history and shows how the first helps the latter clarify its foundations and the boundaries of disciplinary thinking. The significance of the problematization of modernity for the convergence of history and sociology is clarified, it is emphasized that problematization allows them to turn to each other, while sociology acts as a study of modern social practices, and history as a clarification of their historical forms. It is demonstrated that problematization gives a similar comparative perspective to political science, allowing the development of comparative history and political science of cultures and traditions. It shows the productivity of problematization of modernity as a strategic presentation for pedagogy and philosophy of education and the importance of expanding historical interpretation in this field. In conclusion, it is concluded that the strategy of problematization of modernity makes it possible to cultivate critical reflective history in the interdisciplinary space of the humanities and social sciences.