Communicative didactics in dialogic field of philosophy of education: modern view

Abstract

A brief analysis of the communicative didactics characteristic features is given from a philosophical point of view. The author turns to the concept of M. Bakhtin’s «dialogue of consent», the ideas of agonal communication, the concept of N. Luman’s communication for the search of more effective ways of diazotization in the social science disciplines study in higher education. Convergence and anti-authoritarianism, the priority of understanding before knowledge, the priority of communication before information, the priority of the mental language of inner speech before borrowed for the student objective narration is considered as a promising direction in the modern educational philosophy.

The attempt of methodological backgrounding of communicative didactics realization mechanism is given.  Basic attention of author is concentrated on the exposure of theoretical positions which stipulate conceptualness, system of the existent going near forming of sense understanding as a result agonal communications, on finding out of essence aspects which are in basis of this phenomenon.

Personality and professional self-determination in the context of sense communicative forming is not taken to student’s position in the educational system, but on the contrary seen as a process and result of relations between the different actors of educational space, which reproduce and renew sociоcultural practices in the aspirations and interests.

As personality with aims, necessities, and accumulated mental systems creates a reviewer educational environment actually, oriented on present possibilities, the active «doing» as synthesis of necessity and potencies of development comes forward the trigger mechanism of self-determination processes.