Герменевтическая воспитательная практика в малом городе

Abstract

The authors of the article investigate the upbringing role of a real pedagogical situation, since a human act carries a possible expression of understanding a particular text, its interpretation. When students, together with a teacher, reconstruct a particular cultural norm, a text, assuming all their experience in them. This is where the variability of interpretations is manifested, thanks to which the hermeneutic approach to the educational situation is realized. Within the framework of this approach, the activities of the educator are carried out on the basis of deep understanding, penetration into the specifics of thinking, feelings, experiences of the child (pupil). The decisive role here is played by the appeal not so much to pedagogical facts and phenomena as to what stands behind them: subjective meanings, unconscious motives of behavior. Hermeneutic educational practice is built as work with the experiences of children, their memories, expectations, fantasies. Children's poems, amateur songs, essays, autobiographical notes, diaries, letters are becoming important attributes of the educational process. These products of children's verbal creativity should be accepted by the educator: not analyzed and evaluated, but recognized as a personal value of a growing up person who is allowed to be himself. Hermeneutic acceptance of a child is impossible without reflection of the educator himself of his own childhood experience, his childhood experiences, “living” memories from childhood. Such a teacher will not lead the child, instruct him, but will be able to cooperate with him as a senior comrade.