Abstract
The relevance of the article is caused due to the need to define the role of a cognitive paradigm for enhancing the quality of higher education in the conditions of international cooperation contributing to the development of the subjects’ of educational process possessing the human-forming, semantic priorities. The purpose of article is to reveal the human-forming individual reserves and mechanisms of cognitive dialogue between the teacher and the students on the basis of social-cognitive approach as the theoretical-methodological strategy determining and developing humanistic semantic formations and personality’s value transformations. The article reveals the principles of social-cognitive approach: human-conformity and harmonious proportionality, and the rules for their realization; cognitive instruments of democratization and humanization of education are described on the basis of cognitive dialogue between the teacher and the students as an informative exchange of rational and emotional information. The author defines the importance of emotional intelligence as a link between development of humanistic meanings, value understanding, understanding and regulation of the subjects’ of education cognition and emotions in cognitive dialogue affecting success of their socio-cultural interaction. The developmental stages of dialogical self-knowledge in the course of cognitive dialogue are defined in the integral unity of logical and emotional, and value coordinates based on the material of art works. The article is intended for University-teachers and researchers in the field of international cooperation in the sphere of education.
Highlights
The article reveals the principles of social-cognitive approach: human-conformity and harmonious proportionality, and the rules for their realization; cognitive instruments of democratization and humanization of education are described on the basis of cognitive dialogue between the teacher and the students as an informative exchange of rational and emotional information
The author defines the importance of emotional intelligence as a link between development of humanistic meanings, value understanding, understanding and regulation of the subjects’ of education cognition and emotions in cognitive dialogue affecting success of their socio-cultural interaction
The developmental stages of dialogical selfknowledge in the course of cognitive dialogue are defined in the integral unity of logical and emotional, and value coordinates based on the material of art works
Summary
The cognitive paradigm of education is aimed at establishment of the value and semantic priorities of an educational system of higher education institution providing realization of its humanistic potential in the process of development the Human of knowledge in the era of digitalization. "We believe that it is possible to talk about the appearance of the cognitive paradigm of education which is based on the appeal to ways, types and technologies of processing information by the human for the purpose of creation of a personal system of representations, knowledge and competences for the definite subject sphere and one’s own system of worldviews with transfer to generation of knowledge. "Social-cognitive approach is a theoretical and methodological strategy determining and developing personality’s semantic formations and value transformations for the purpose of creation of his (her) humanforming and social qualities in the course of socio-cultural interaction" [3, P. "Social-cognitive approach is a theoretical and methodological strategy determining and developing personality’s semantic formations and value transformations for the purpose of creation of his (her) humanforming and social qualities in the course of socio-cultural interaction" [3, P. 31]
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