Philosophy of the parity educational activity: paradigm of dialogicality

Yevgen Sulima

Анотація


The reflexive analysis of educational activity as socio-cultural phenomenon is implemented in the article. It is shown that the traditional dominance of – scientific-technical, scientistic – paradigm of the education contradicts to itself co-vital content of globalized information society. Argumented that the condition of transformation the national education systems from the traditional paradigm coordinate of the functioning  to innovative is their transfer into the mode of maximum opened, content saturated and communicative intense dialogicality. Disclosed a concept of an educational dialogue as a form of business communication that in process rises at a certain vita-cultural or scientific-disciplinary teaching material, accelerates psychosocial development of the student personality and contributes the increasing of its intellectual and self-actualizing potential. Singled out basic components of dialogue filling the parity of educational activity at high school: the developmental space of subject interaction, dialogicality of social existence of human as personality, value-semantic parity of educational cooperation of study participants, educational polylogue as a special time-space of the development, improvement, self-cognition and self-realization of future professional.


Ключові слова


philosophy of education; educational activity; the paradigm of dialogicality; value-semantic parity; dialogical rationality

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Посилання


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ISSN 2523-4099 (online), ISSN 1810-2131 (print)