Methodological foundations of the new university pedagogy

Abstract

Abstract.The article deals with the problems of the new university pedagogy as the pedagogy of dialogue. The authors analyze the contribution of the well-known Ukrainian philosopher V.Tabachkovsky to the development of the national pedagogy of the higher education institution, where the teacher (tutor) transforms from an authoritative omniscient subject to a dialogue partner.Reflection of the experience of V. Tabachkovsky, who considered himself not only a philosopher and a teacher, but also an integral part of the cultural life of his era, is aimed at the necessity of the unity of the philosophical, anthropological, socio-pedagogical and sociological approaches.The role of philosophical and anthropological ideas of V. Tabachkovskiy, their refraction in the modern university pedagogical prakika has been analyzed. Thus, the concept of polysitus proposed by V. Tabachkov points to the intertransition of essence and existence, which determine the openness, incompleteness, unpredictability and inexhaustibility of the essential manifestations of man, who is creative and destructive processes. A polystous person is potentially capable of multi-vector self-realization and will be able to organize and shape his life world within a certain culture.Today, society is concerned about changing the educational paradigm, its focus on the individual. There are questions about the ideal of this personality and about achieving this ideal. The problem affected is particularly acute in modern Ukrainian realities. Its solution is possible on the basis of philosophical and pedagogical fixation of a new human-oriented dimension in the knowledge system. And philosophy and pedagogy are anthropo-directed, they form the common culture and spiritual world of the young man, his preparation for life.It is about changing not only the paradigm of education, but also the paradigm of pedagogical science, the art of introducing a student into the world of values and socially important standards of moral behavior, which are known today in recent years and even decades transformed, provoking a skew in university practical pedagogy between the tasks of education and education.