During the period of socio-economic and political transformations, the development of higher historical pedagogical education acquires special significance, since it always reflects the policy and ideology of the state, the goals and objectives of society, due to the peculiarities of its development, the need for training highly qualified specialists. It reflects the level of development of science, economy, culture, mental characteristics nations, its traditions and the like. Such a change is objectively conditioned, because the philosophical foundations of educational policy, the organization of training and education are transformed (at best) resonantly to the fluctuations of the ideal substance of the Universe (world outlook), and therefore cannot be determined once and for all. Therefore, in the search for an answer to the key questions of an educational nature, it is necessary, first of all, to analyze the educational paradigms, which (as the retrospective analysis shows) replace each other.
The major purpose of the study is to characterise the philosophy of the functioning of the world in such conditions. Methodology of this article included: general scientific methods (formal-logical, systemic, structural-functional, concrete-historical) general logical methods of theoretical analysis (analysis, synthesis, generalisation, comparison, abstraction, analogy, modelling, etc.) specific scientific methods (technical analysis, specification, interpretation, etc.). As a result of the study, the philosophical and social essence of the crisis and pandemic was characterised. Considered how the crisis and pandemic affect the functioning of the suspension and its philosophy of worldview. Determined how strong the impact of COVID-19 and the crisis it has formed. The philosophical and social aspect of the pandemic in modern conditions of development and what new globalisation challenges it entails has been investigated.
The article analyses the modern assimilations of the definition ‘dialog’ and its rendering by the world academic community. Attention is drawn to the exceptional empirical significance of dialogics as a general scientific universal. The etymology of dialogue as a key category of philosophical, educational and pedagogical knowledge is identified. The evolution of the lead notionalists` ideas about the kernel and nature of dialogue that are relevant of the humanity itself, human mind and constant search of true knowledge is studied. A parallel is drawn between Socratic dialogue and dialogue in the postmodern educational and philosophic discourse. The problem of the antique thinkers` understanding of dialogue is studied discretely. The contemporary approaches to the fundamentals of dialogism, as outlined in the works of the lead theorists, are studied from the antiqueness to these days. It is highlighted how relevant and applicable for educational philosophy of the XXI century ‘G. Skovoroda`s dialogues’ are. It is ascertained that setting dialogue as autonomous subject of research of a particular school of thought reaches the works of L. Feuerbach with its thesis origins, but gets its final formulization in the works of M. Buber. The author dwells on the main theses of the approach of M. Bakhtin about the dialogic sources of the human beingness. The content and scope of the concepts ‘dialogical pedagogics’, ‘interactive dialogue’, ‘egalitarian dialogue’ are analysed. The advantages and disadvantages of the idea ‘knowledge building’ are studied. It is accentuated that the origins of many contemporary dialogue theories and methodologies date back to the ancient times and represent the attempts to integrate the ‘Socratic dialogue’ into the postmodern discourse. The state of adaptedness and conformance of the contemporary theories of dialogue to challenges of digitalisation and globalisation of the postmodern educational-philosophical space is studied.
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