DIALOGICAL STRATEGIES IN THE CULTURAL AND EDUCATIONAL SPACE: METHODOLOGICAL FOUNDATIONS AND INTERCULTURAL UNDERSTANDING

Abstract

The article examines the methodological foundations and essential characteristics of dialogue as a phenomenon of intercultural and educational interaction. It traces the conceptual evolution of dialogue from the classical Socratic model and philosophical hermeneutics to its contemporary interpretations within communicative ethics and cultural education. Drawing on the works of F. Rosenzweig, J. Habermas, K.-O. Apel, and Ukrainian scholars, the study substantiates the principles of dialogical understanding and polydiscursivity as key components in the formation of a tolerant, multicultural, and spiritually oriented educational environment. Particular attention is devoted to the interaction of scientific, philosophical, religious, and educational discourses, which contribute to the development of moral, intellectual, and civic competences. The article argues that intercultural dialogue functions both as a pedagogical method and as a cultural strategy that promotes spiritual growth, social stability, and the harmonization of interreligious and intercultural relations.

Keywords: intercultural dialogue; polydiscursivity; educational discourse; communicative strategy; dialogical education; spiritual development; tolerance.