Typological Characteristics of the Intercultural Humanitarian Educational Technologies

Abstract

Abstract The core idea of this research is the creation of a complete picture of intercultural humanitarian educational technologies for the purpose of correction of pedagogical self-image and self-attitude of teachers and students in order to reach the goal of harmonization of individual and transpersonal communications in the sphere of education. During the analysis, the author discovered the transcultural humanitarian nature of the mentioned issues and summed up its essence in a number of points. The author highlighted a special quality of the humanitarian educational technologies, which is manifested in the cognitive human abilities to learn and to teach in cross-cultural circumstances. As for teachers, these human abilities are educational charisma, personal educational space, special vibrant energy and speech, developmental inspiration and aspiration, over-rational behavior and individual interactional system. For students that means the ability to consciously use their essential learning and creative powers in a daily ever-progressing nonstop developmental process. The author proved that a system of educational sources is formed by cross-cultural texts, which possess numberless shades of human existence. Such system is the key content in application of the intercultural humanitarian technologies. The subject of this study is, first, the issue of values, meanings, self-understanding, self-awareness, self-perception, self-cognition, self-development and the ways of interaction between people from a cross-cultural perspective. Based on the reflexive approach, the author developed an intercultural typology of the humanitarian educational technologies. The “subject-subject” and the “subject-object” models of educational interaction were chosen as the main characteristic and criterion for the creation of the typology. The author conducted an analysis of the “open” and “closed” models of educational interaction in order to describe their technological status based on the reflexive approach, and thus, proved the danger of forced educational rationing. In relation to the existing cross-cultural norms and conditions, the author identified the importance of the ability to get into the reflexive and dialogical positions both by teachers and students.