Abstract
The purpose of the study is to investigate the educating role of a real pedagogical situation, since a human act carries a possible expression of understanding of a particular text, its interpretation. The authors propose to address the conditions when students, together with the teacher, reconstruct a particular cultural norm, a text, putting all their experience in them, and this shows the variability of interpretations, thanks to which a hermeneutic approach to the educational situation is implemented. As a result, it was revealed that within the framework of this approach, the activity of the educator is carried out on the basis of a deep understanding, penetration into the specifics of thinking, feelings, experiences of the child (pupil). The decisive role in this case is played not so much by the appeal to pedagogical facts and phenomena, but rather to what is behind them - subjective meanings, unconscious motives of behavior.
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