ІНТЕРПРЕТАЦІЯ ФЕНОМЕНУ МОВЛЕННЄВОЇ КОМПЕТЕНТНОСТІ В КОНТЕКСТІ ПОЛІКУЛЬТУРНОГО СЕРЕДОВИЩА

Abstract

The article examines the question of what multicultural education is and how to introduce it into the higher education system. Interest in multicultural education, on the one hand, is caused by significant social processes, certain shifts in worldview, awareness of the peculiarities and perspectives of time, awareness of the importance of global problems for the fate of civilizations, interaction with modern society, development of value orientations. On the other hand, the discussion of the problem of multicultural education is the result of the modern humanitarian scientific process. In this sense, the analysis of the starting point of multicultural education is one of the most important tasks of the methodology of scientific knowledge. To study the problem of multicultural education, we chose the method of explanation, since explanation is one of the main operations of the subject's cognitive activity. Our research was guided by the fact that the interpretation of culture should take place in a philosophical space. This is because this concept is primarily fundamental in philosophy, and all sub-disciplines of cultural studies are intended to be purely empirical and factual. In addition, philosophy lacks diversity in approaches to the interpretation of culture, since the analysis of culture takes place in a completely different context, that is, to build a theoretical model of culture, or at least to explain its background and preconditions. In particular, we chose a phenomenological direction. Accordingly, we consider culture as a phenomenon. Reflections on culture as a phenomenon led to the desire to direct one's research into a plane containing a specific context of reflection on cultural problems. multicultural education takes place when a specific individual seeks to understand one or another system of values and behavior. Along with understanding the value systems of other cultures, multicultural education involves the imprint of one's own cultural systems. Multicultural education is successful when integration of culturally distinct (different) value systems and cooperation between domestic and foreign cultures is achieved. This interpretation of multicultural education reveals the multifaceted nature of this phenomenon and is characterized by a high degree of interdisciplinary.