Abstract
The task of reforming and improving the social and humanitarian component of modern education is related to the understanding of time as an existential experience associated with the phenomenon of age. According to the theory of generations of N. Howe and W. Strauss, age is defined as a measure of awareness of one's own living life. It is a methodological approach of this study. The generations of Y and Z are the subject of special attention in the study being the group that actually forms the requests for the educational policy of the state. Considerable attention is paid to the formation of skills and culture of conducting scientific dialogue in the student environment (the development of certain norms of behavior, the adoption of the normative requirements for scientific dialogue, the assimilation of various formats for discussions, projective activities, etc.).
TopIntroduction
The Relevance of Research
The task of reforming and improving the social and humanitarian component of modern education is related to the understanding of time as an existential experience associated with the phenomenon of age. The theory of generations (N. Howe and W. Strauss) is taken as a methodological approach of this research. Age is defined as a measure of awareness of one's own life according to this theory. It is necessary to pay attention to the significant discrepancies existing between psycho-pedagogical, philosophical-anthropological, social-philosophical theories and real educational practice. Generation is understood as a certain group of people who was born in a certain historical period and experienced by the influence of the same factors (events, values, peculiarities of upbringing and socialization, etc.). Many factors act imperceptibly determining the worldview, shared values, features of communication, setting professional goals, behavior, motivation, social integration etc. According to the theory of generations several generational groups live in modern Russia: 1) the Generation of Winners (1900-1922); 2) Generation of the Silent (1923-1942); 3) Baby-Boomer generation (1943-1962); 4) Generation X (1963-1982); 5) Generation Y (1983-2002); 6) Generation Z (born since 2003). It should be stressed that this gradation is rather contigent. Of course, there are intersections in the value preferences between the above-mentioned groups. But we should pay more attention to the generation Y (born between 1983-2002) and Z (born since 2003) as a specific group that actually forms the requests for educational policy of the state (Howe & Strauss,1991; Mureyko, Romanenko, Romanenko, Serkova &Shipunova, 2016).
Research Problem
The purpose of the study is to analyze the features of the scientific dialogue formation of students as well as the discussion and dialogue culture of students using interactive technologies. It needs the building a multi-level interaction in the system of “teacher-student” and “student-student” on the material of teaching of philosophical subjects at the university. Particular attention will be paid to the difficulties (“pitfalls”) of the use of interactive technologies and methods in the study of philosophical disciplines at various levels of the educational process (bachelor's, master's, postgraduate). Changing the role of the professor of philosophy and the importance of building a system of responsibility and effective feedback will be paid a special attention. The implementation of the tasks will become a part of the creation of a fundamental theory of effective interaction with student youth (in terms of accounting the post-material values shared by them). The research will use a comparative-historical and paradigmatic approach to the history, theory and practice of modern education (Bogatyrev & Romanenko, 2016; Chernoglazov & Goncharko, 2016; Goncharko & Romanenko, 2016). The logic of the research is reflected in the structure of the article. It presupposes the conducting of social and philosophical analysis of the development of the young people post-material values as well as the justification for the phased development of philosophical dialogue and the use of interactive methods and technologies in the formation of the student discussion and dialogue culture during the study of philosophical disciplines.
Key Terms in this Chapter
Post-Material Values: It is the values of the generations of Y and Z (according to the theory of generations N. Howe and W. Strauss): orientation to date, reluctance to build long-term plans, poorly considered concern for the future, orientation to the impetuous take-off in the social lift and quick-reaching goals, ease of perception of the new, high self-esteem, mobility, flexibility, multitasking and multidirectional abilities, etc.
Interactive Technologies: The very etymology of the concept “interactive” includes two points: inter (mutual, joint) and active (acting, interacting, realizing). In the framework of using this method interaction involves not only the teacher's contact with students but above all the spontaneous activity and independence of students and their interaction with each other. Interactive training of humanitarian disciplines is predominantly based on the dialogue with several levels of interaction in the system “teacher-student” and “student-student.”
Scientific Dialogue: The concept which is used according to the works of B.A. Yerunov. To the fundamental principles of the development of scientific dialogue he refers the principle of the ensemble unity and the mood for a productive result. The concretization of a complex system of interaction is represented by the sequence of steps and stages in the development of the scientific dialogue (forming views and opinions, formulating arguments, the period of criticism, inter-position views, meta-position view).