A Person in the Space of Conversation and Silence

IF 0.2 4区 哲学 0 PHILOSOPHY VOPROSY FILOSOFII Pub Date : 2024-07-01 DOI:10.21146/0042-8744-2024-6-106-114
Aleksey Voskresensky, Aleksey Gryakalov
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Abstract

Two books by Andrei Dmitrievich Korol, the rector of the Belarusian State Univer­sity, present a dialogical approach to education, which is deeply and interestingly discussed. Moreover, both studies, though in different formats: one as hermeneut­ics of education, and the other as subject-oriented essays, are mutually addressed to each other and create a trusting conversation, assuming the possibility for the reader to engage in it and continue the thought in a creative mood, to which the author calls. According to the author’s conviction, heuristic learning technolo­gies are based precisely on dialogue – both one’s own and others’ in history, so­ciology, and education, i.e., they presuppose relations of interested audibility, thanks to which historical continuity arises in the spaces of socialization and education. This is the theme of the relationship between benevolent influence and formalizing manipulations. It is about “cultivating” a person in their ability to hear and under­stand others and themselves in the unifying space of dialogue, which they volun­tarily enter, and where “we-experience” (M.M. Bakhtin) is more important than the position of any participant in communication. A.D. Korol introduces the theme of joint presence in education – joint search right from the start. This is a generic, if you like, primary life experience, acquired in the process of education. This is what the teacher needs to uncover in the student. And then, knowledge, possessing necessarily common formal characteristics, acquires, like a person, it’s own “unique pattern of the soul”. Thus, the existentials of education are formed.
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对话与沉默空间中的一个人
白俄罗斯国立大学校长安德烈-德米特里耶维奇-科罗尔(Andrei Dmitrievich Korol)的两本书提出了一种对话式教育方法,并对此进行了深入而有趣的讨论。此外,这两本书的研究形式虽然不同,但都是教育学的诠释学:这两本书虽然形式不同:一本是教育诠释学,另一本是以主题为导向的散文,但它们都是相互针对的,形成了一种相互信任的对话,假定读者有可能参与其中,并在作者呼吁的创造性氛围中继续思考。作者认为,启发式学习技术正是建立在对话的基础上--在历史学、社会学和教育学中,既包括自己的对话,也包括他人的对话,也就是说,启发式学习技术是以感兴趣的可听关系为前提的,由于这种关系,在社会化和教育空间中产生了历史的连续性。这就是 "善意影响 "与 "形式化操纵 "之间关系的主题。这是关于 "培养 "一个人在对话的统一空间中倾听和理解他人和自己的能力,他们自愿进入对话空间,在这里,"我们的经验"(M.M. Bakhtin)比任何交流参与者的地位都更重要。A.D. Korol 从一开始就提出了教育中的共同存在--共同探索这一主题。如果你愿意,这是一种在教育过程中获得的通用的、初级的生活经验。这是教师需要在学生身上发掘的东西。然后,知识在具有必然的共同形式特征的同时,也像人一样,获得了自己的 "独特的灵魂模式"。这样,教育的存在性就形成了。
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来源期刊
VOPROSY FILOSOFII
VOPROSY FILOSOFII PHILOSOPHY-
CiteScore
0.40
自引率
50.00%
发文量
100
期刊介绍: "Вопросы философии" - академическое научное издание, центральный философский журнал в России. В настоящее время является органом Президиума Российской Академии Наук. Журнал "Вопросы философии" исторически тесно связан с Институтом философии РАН. Выходит ежемесячно. Журнал был основан в июле 1947 г. Интернет-версия журнала запущена в мае 2009 года.
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