НА ШЛЯХУ ДО ПОСТНЕКЛАСИЧНОГО ДІАЛОГУ У ВИЩІЙ ОСВІТІ

Abstract

Introduction. Renewing the "picture of the world" requires a new culture of academic dialogue between students and teachers, which in the postclassical paradigm is understood as a dialogue of cultures. educational process at the university and training of future professionals.Purpose. The article is devoted to the study of the peculiarities of postclassical dialogue as a tool of didactic interaction in modern higher education in order to outline the problems of its effectiveness in postclassical conditions.Originality. The peculiarities of postclassical dialogue as a tool of didactic interaction in modern higher education are substantiated.The first, such a characteristic was a new type of rationality, understood as the variability of the boundaries of thinking.Thus, the content of didactic dialogue focuses on a new type of productivity - not on the assimilation of a certain amount of educational content, but on a specific professional achievement of the student. Measuring it, new measures of its individual development are defined. The second feature of the study was the principle of additionality of two subjects in the dialogue, which can last as long as one of the subjects needs the other. This obliges them to constantly change the limits of their competence. The third characteristic of the didactic dialogue was its holding as a dialogue of cultures, which requires knowledge of the history, experience and culture of each of the subjects, which are perceived as cultural products of their time.Methods. To solve this goal, a set of methods was used: study and analysis of scientific and special literature and practical experience on the research problem; pedagogical observation, conversation.Results. An understandingoftheculturological-dialogicalperspectiveinuniversity didactics, which provides for the voluntary involvement of students in creating something new as a value, as sustainability, is presented. Such a philosophy is aimed at practical life and cannot be implemented outside of dialogic communication, because dialogic interaction is a tool of human development.