Moskva, Moscow, Russian Federation
The idea of dialogue in education is considered in the context of the multicultural format of its functioning; the dialogue is characterized as a form of subject-subject interaction; the dialogue of consciousnesses interpreted as “dialogue of cultures”; it is stressed that high school in its quest to form the students‘ culture dialog-style interface is in the beginning. The article presents the system in stages work to create an effective author’s text in relation to intercultural dialogue.
linguo-didactic support, dialogic style of interaction, experience in intercultural dialogue, extralinguistic support.
Идея диалога как способа взаимодействия и познания своими корнями уходит в историю философской и педагогической мысли: 1) интерес к феномену диалога проявляли Сократ, M. Buber, G. Gadamer, A. Camus, H.P. Sartre, М. Heidegger; 2) на гуманистическую направленность диалоговой стратегии указали Платон, Komensky, Песталоцци, Rousseau, A. Diesterveg, К.Д. Ушинский; 3) целостное учение о культуре диалога представлено в трудах С.С. Аве-
ринцева, Г.С. Батищева, М.М. Бахтина, В.Ф. Беркова, В.С. Библера, П.С. Гуревича, Д.С. Лихачева, Ю.М. Лотмана и др.; 4) исследованием моделей диалога в образовании как способности принять другого занимались
С.В. Белова, В.В. Горшкова, В.А. Петрова, А.В. Мурга и др.; 5) педагогический аспект диалога как формы сотворчества преподавателей и студентов рассматривали Л.Л.Балакина, Г.М. Бирюкова, М.С. Каган, С.В. Нилова [1].
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