ВАСИЛЬ СУХОМЛИНСЬКИЙ ПРО МИСТЕЦТВО СЛОВА ВЧИТЕЛЯ ТА ПРОБЛЕМИ СУЧАСНОЇ ПЕДАГОГІЧНОЇ КОМУНІКАЦІЇ

Abstract

The paper analyzes the views of Vasyl Sukhomlynskyi on the living word of the teacher as an important means of upbringing and education, examines the current state of development of pedagogical rhetoric as a field of pedagogical science, as well as possible directions and methods of improving the rhetorical skill of a modern teacher. Sukhomlynskyi developed the issue of pedagogical rhetoric and defined its main principles so deeply that he can be considered one of the founders of the science of pedagogical communication. His increased attention to the living word of the teacher is explained by the peculiarities of the talent, in which the artistic and literary skills, which determined the interest in the expressive possibilities of the word, was happily combined with the analytical abilities of the scientist. He declaratively proclaimed and convincingly argued the importance of pedagogical rhetoric, as well as developed his concept of the teacher's rhetorical skill. The basic requirement for the image of a teacher as a successful rhetorician concerns his high morality and ability to maintain the unity of word and work. Another condition is the high general culture of the teacher, thanks to which he is able to clearly and convincingly formulate thoughts during educational discussions and lessons. Sukhomlynskyi claimed that the teacher’s word acquires brightness, and therefore influence, including an emotional one, when it was formed in the process of constant reading of fiction. Moreover, he was convinced that reading fiction develops a person’s creative potential, which is very important for the formation of a teacher as a rhetorical personality. Sukhomlynskyi's pedagogical ideas about the importance of the teacher's living speech, his development of many components of pedagogical rhetoric require a generalized study, as they are deeply thoughtful and based on a solid scientific foundation. Possible directions and methods of improving the rhetorical skill of a modern teacher are the development and introduction of pedagogical rhetoric training courses into educational programs for pre-service teachers, as well as the preparation of appropriate manuals. Applied rhetorics that take into account the specifics of individual pedagogical specialties require special attention.