Intentional Dialogue as the Core of Pedagogical Technologies



The modern addressing of a pedagogical discourse to the phenomenological and existential theory is explained by the aspiration to deepen understanding of pedagogical process and to receive results more essential, than by objectivistic consideration of pedagogical interaction. The main idea of the article consists in showing that the quality of process of training and cognition is caused by efficiency of understanding, existence of the developed ability of reflexive consciousness and intension on semantic dialogue. The last assumes presence at subjects of informative and educational communication of methodology and a technique of reflexive thinking. It provides a dominant of immanent development of knowledge, but not understanding of the result itself. Intentional understanding of knowledge includes unity of thinking and experience. The intentionality of consciousnesses of the interacting subjects creates semantic focus for mutual understanding and dialogue. The problem of semantic focus arises because any process of communication is lacunae. It assumes distinction of personal semantic thesauruses of communicants. These ideas developed in the works of representatives of the existential direction of philosophy and psychology (M. Heidegger, M. Merleau-Ponty, R. Ingarden, M. Buber, etc.) for which the intentionality is the dialogical relations in the essence in the systems "I am - Another", "I am - the Cultural Environment" and even "I am—I am (I am as Another)". Intentionally dialogue appears as a way of existence of consciousness, "a frontage to Another", "invocation to Another", at the same time,—"the response to call of Another" (M. Buber) mediates the general shape of the axiological guides of the personality as out of interface to Others the subject cannot create the attitude and towards himself. Existence of semantic dialogue and an intentionality is interdependent. The authors’ aim is usage of intentional dialogue and technology of social theater for correction of deviant consciousness, for increase in social adaptation of orphans and children who were left without guardianship.


Methodology, Pedagogical Technology, Disadaptation, the Theory of Intentional DialogueText


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