Abstract
The article substantiates the response of modern professional education to the training of a multidimensional specialist who is able to work with multiple aspects, ready to generate situational meaning and discursive knowledge. His key character feature is the ability to communicate: both to an open dialogue in multidisciplinary teams, and to a reflexive perception of one's own flexible professional identity. The education system responds to this request with the creation of communication ability. It is concluded that the educational space is reoriented to the generation of common meaning, as the principles and goals of communicative didactics become a support for the disclosure of the pedagogy of meaning, understanding, and co-creation.
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