КУЛЬТУРОЛОГИЧЕСКИЕ ОСНОВАНИЯ ПЕДАГОГИЧЕСКОГО ВЗАИМОДЕЙСТВИЯ В ШКОЛАХ ЯПОНИИ

Abstract

The phenomenon of pedagogical interaction is a basic one in education of any state. It means the forms of communication between those involved in educational work. Despite the universal nature of the phenomenon, such communication is country specific. This idea is confirmed by the example of Japan, where pedagogical interaction has its specific features. The paper aims to identify and analyze the features of pedagogical interaction system in Japanese schools in terms of the culturological approach. The study relies on the following methods: theoretical analysis of scientific and methodological literature on the issues of pedagogical process communication in Russian, Japanese, and English; content analysis; historical and pedagogical analysis of Japanese education; cultural analysis of interrelations in the traditions of Japanese communication; induction; comparison; and description. Results. The paper has highlighted the key features of communication between teachers and schoolchildren, which rest on such cultural factors as the ritual nature of Japanese culture (reflected in the nonverbal and verbal levels of communication), and the collective consciousness of the Japanese society. The specificity of pedagogical interaction etiology in the Japanese school has been determined, and theoretical foundations have been analyzed and illustrated with the examples from modern Japanese education. The collective approach to education, as a factor of pedagogical interaction in Japanese educational practice, has been compared with the theory of A. S. Makarenko. Discussion and conclusion. The highlighted features of pedagogical interaction are of a traditional stable nature. The modern school of Japan faces some attempts to liberalize and simplify them, but traditionalism is very resistant and is supported by mentality and cultural norms of the society. The teacher-controlled social interactions between the student and their microgroup and the class belong to the horizontal line of pedagogical interaction, which is more formalized verbally.