Definitions «dialogue» and «culture»: psychological, pedagogical and philosophical aspects.

Abstract

The article examines the contextual philosophical and psychologicalpedagogical component of the concepts of “dialogue” and “culture” as parts of the definition of “dialogical culture”. The author interprets “dialogue” as a process of subject-subject tolerant communication, the result of which is the achievement of consensus, and “culture” - as a set of personal, professional and universal formations to ensure a highquality educational environment. Taking into account the specifics of the research, “dialogical culture” is understood as a formed system of professional and personal qualities for creating an effective educational environment and organizing effective interaction between a teacher and an applicant. The professional standard of a primary school teacher, a teacher of a general secondary education institution and a primary education teacher is analyzed, the contextual (pedagogical, psychological and philosophical) content of certain concepts is revealed; the components of the teacher's culture, the types and forms of interaction between the teacher and the student are characterized. The conclusion emphasizes that positive teacher-student bonding can help job seekers develop skills in self-regulation, self-reliance, and self-determination.