Dramatisation in Deleuze and Kierkegaard: Two Formulas: The Stuttering of Language, the Question that Silences

The article considers the problem of studying the current level of adolescents' readiness for self-development, which is one of the key ones in the modern educational system in the Russian Federation. The solution to this practical problem appears as an important and necessary step in determining the essence of pedagogical support for the self-development of adolescents and its technological content. Carrying out a study in line with existential approaches in pedagogy, a guideline is made on understanding the adolescent’s readiness for self-development as the formation of the adolescent’s personality, able to live life on the basis of his existential choice, conscious of its meaning and realizing itself in accordance with this choice. The paper proposes the structure and criteria for the readiness of adolescents to self-development, compiles a package of psychodiagnostic techniques aimed at studying its value-semantic, motivational, activity and reflective-regulatory criteria, presents the procedure and results of an experimental study in which 2000 schoolchildren from the cities of Kaluga and Kaluga took part area. Diagnostic results revealed a high level of severity of the components of the value-semantic and motivational sphere in adolescents, which indicates a tendency of the individual to a subjective position. However, poorly expressed indicators of the reflexive-regulatory sphere, which, along with the presence of separate indicators of the value-semantic sphere, allow us to fix the problem of adolescents 'readiness for self-development, which determines the need for organizing pedagogical support for teenagers' self-development. The study showed that there are typical indicators of the formation of the essential spheres of personality typical for adolescence, however, there are features dictated by gender, age differences and differences in the sociocultural environment.
 
 Acknowledgments: The reported study was funded by RFBR, project number 20-013-00616.

Introduction. The presentation of the features of dialogical relations of individuals with disabilities in the educational space of an inclusive society is of wide interest in social and humanitarian research. Priorities here lie in the consideration of existential problems in forming special social groups of people with disabilities. The issues of studying existential dialogue as an essential individual characteristic of social communication in an inclusive society are highlighted. The work aims, based on the philosophical conceptual apparatus, to study the features of existential dialogue in an inclusive educational space with a priority of forming educational and communicative values and meanings in individuals with disabilities. Materials and methods. The conceptual foundations and theoretical and methodological base of the article are related to scientific sources reflecting the existential problems of the life of individuals with disabilities, concerning the features of constructing an inclusive educational space. An adequate consideration of the basic directions and trends in forming such space involves phenomenological and existential approaches and practical, pedagogical, and sociological methods. Research results. In existential dialogue, an individual with disabilities acquires intersubjective experience as an actualization of internal experiences concerning the de-objectification of semantic complexes of an inclusive educational space. It was revealed that the existential dialogue reflects the situational and motivational aspects of the formation of such space. Within the framework of individual educational experience, transformations of the subjective time of an individual with disabilities occur, showing the basic levels of existential perception and existential experience of the complex of educational values obtained. KEYWORDS Conclusion. Existential dialogue in the educational space of an inclusive society reflects the peculiarities of the “experience” an individual with disabilities has in terms of real inclusive technologies and practices and is aimed at the individual’s realization of his or her own educational intentionality. The peculiarity of existential dialogue is that individuals with disabilities, accepting each other’s subjectivity, achieve interpersonal understanding, forming the social and everyday time of a special social group. The study of how individuals with disabilities identify themselves in the context of dialogical development of an inclusive educational space is primarily associated with demonstrating that a person’s psychological time influences the mechanisms of existential choice and actualizes its semantic and cognitive characteristics.

Introduction . The relevance of the research is conditioned by the dependence of formation of specialised professional interest of future teachers on existential approaches in the educational space. The article considers approaches in the educational process of higher education institutions that reveal and develop the existential being of students. The aim of the article is to study the state of modern educational space from the position of existential-social pedagogy, since the development of existential foundations of future specialist is the primary task for the formation of a person who can live his life, making the most of his potentials and realising himself in socially important activities. Materials and Methods . The fundamental method in the research is observation and sociological survey. In order to consider the problem of forming a person free in their decisions, making existential choice independently, realising its meaning and themselves in accordance with this choice, the authors define the directions of implementation of existential pedagogy in the activity of a higher educational institution and show the results of the conducted interviewing to determine the degree of manifestation of existential abilities in students of pedagogical direction 44.03.05 Pedagogical Education (with two training profiles). The received data allowed to estimate the level of existential content of future teachers and to make natural conclusions on the basis of the analysis of the received answers. Results . The conclusion is made about the degree of influence of existentialism philosophy on the formation of beliefs and existential view of students within the framework of educational activity, namely, when performing project works, writing term papers and graduate qualification works. In its turn, the analysis of the content of existential and semantic values contributes to the determination of students’ self-transcendence in the learning process, as the choice of the topic of project, educational and research works shows the ability of the future specialist to expand their own boundaries in different directions. The human being is inherent in the idea of putting forward their own positions and goals, as well as their achievement taking into account the assumption of their consequences. Recognising these assumptions of existentialism was the main purpose of the study. Discussion and Conclusion . In the course of the research, a survey was compiled to identify students’ existential aspirations in the choice of life orientations based on the statements of famous teachers, writers and philosophers. As a result of analysing the received answers, we formed a general picture of the current state of existential-personal foundations of the personality.