Philosophy Of The Dialogic Paradigm In The Educational Space

Abstract

The reflexive analysis of educational activity as socio-cultural phenomenon is implemented in the article. It is shown that the dominance traditional – scientific-technical, scientistic – paradigm of the education contradicts to co-vital content of globalized information society itself. The author gives arguments that the condition of transformation the national education systems from the traditional paradigm coordinate of the functioning to innovative ones is their transfer into the mode of maximum opened, content saturated and communicative intense dialogueness. The paper discloses a concept of an educational dialogue as a form of business communication that in process emerges at a certain vita-cultural or scientific-disciplinary teaching material, accelerates psychosocial development of the student personality and contributes to the increasing of its intellectual and self-actualizing potential. The basic components of dialogue are singled out, which compose the parity of educational activity at high school: the developmental space of subject interaction, dialogueness of social existence of human as personality, value-semantic parity of educational cooperation of study participants, educational polylogue as a special time-space of the development, improvement, self-cognition and self-realization of the future professional.