The hermeneutic approach for shaping students’ experience of moral interaction with other people

Abstract

The paper actualizes the problem of preparing young people studying in vocational education institutions for moral interaction with other people, one of the aspects of which is the shaping of students experience of moral interaction as a personal education with a structure (cognitive, motivational-value, communicative and behavioral components). The potential of hermeneutic, value, dialogic and personal-activity approaches in shaping the experience of students moral interaction with other people is substantiated, and the advantage of each of the approaches to the shaping of a specific component of experience is indicated. The possibilities of the hermeneutic approach, the central concept of which is understanding, are revealed in the shaping of the cognitive component of the experience of students moral interaction. The correlation of knowledge and understanding is substantiated: knowledge, which precedes understanding and serves as its source, is presented to the individual in various forms, the main of which is the text. The potential of the hermeneutic arc is revealed in equipping students with knowledge that shapes the content of the cognitive component of the experience of moral interaction between students: knowledge about morality, values, etc., known to students, is enriched through the content of the texts presented to them, acquiring personal meaning, and then, returning to the life of students, substantiates their choice of ways of moral interaction. It is proved that the implementation of the hermeneutic approach contributes to the isolation in the texts presented to the student of such knowledge that justifies the students choice of ways of moral interaction, provides a reflective comprehension by the student of another person based on a deep personal understanding.