Personally-oriented approach in the system of education in the humanities: From monologism to dialogical model of teaching

Abstract

Introduction. The formation of information society is followed, on the one hand, by unprecedented acceleration of rates of scientific and technological progress, and on the other – by activisation of sociocultural communications, which have to be focused on the ideas of respect for an individual and his or her rights, cooperation and assistance, tolerance and mutual understanding based on dialogical relations between subjects of communication (both between specific individuals and social groups). In the light of the contemporary realities, such an important component of socialisation of an individual as education in its traditional form, formed within the framework of the monological type of communications, ceases to meet the requirements of the present day. There many changes. In particular, the ideas of directive presentation of disciplines, domination of a teacher at classes, the understanding of professionalism of a specialist as having mastered a fixed amount of knowledge fall into the background. The aim of the paper was to justify the need for a gradual transition to personally-oriented teaching by introducing a dialogical teaching model into the higher education system. Methodology and research methods. The work on the article was carried out on the basis of comparative analysis and generalisation of modern scientific literature on the problems and specifics of theoretical justification and practical application of the dialogical model of education in the educational process; as well as comparison of the already established monological educational paradigm with a conceptually new approach to the learning process. Results and scientific novelty. Today, education is increasingly beginning to be recognised as a priority area of investment in people. It is stated that an urgent task at the nowadays period of the reforming of Russian education and our society in whole is the education of a creative and responsible person with communicative culture. This means that the educational process must be reoriented from the formal reproduction of concepts, techniques and ways of thinking to development of creative thinking of students. The wide application of such productive forms of pedagogical communication as educational dialogue and educational discussion will contribute to the problem solution. The most researchers who addressed this issue repeatedly pointed out that no new information and communication technologies can replace the teacher’s lively dialogue with students. Only by acquiring a real experience in the introduction of dialogue, students will be able to get professional skills and the ability to constantly self-education. The practice of dialogue promotes the development of a critical attitude to what others have said and the transformation of one’s own criticism into self-reflection. The problematic nature of the concept of “dialogue” is considered. The concept is not reduced to any one educational paradigm, and its content is generated directly in the course of pedagogical communication. Thus, in order to not get a mass consumer form a “mosaic” culture but to educate a competent specialist and a socially responsible person (the author of the act, according to Mikhail M. Bakhtin), it is necessary to shift the emphasis in the educational process from the monologic type of communication to the dialogical one, intelligently combining both approaches and avoiding absolutisation on the latter, which threatens to slide towards a thoughtless pseudo-dialogue. Practical significance. The results of the research can be used as a methodological basis for the development and practical implementation of the dialogical model of education in the system of higher education.