Educational Dialogue as a Basic Concept of Developing Paradigms in Modern Education

  • V. Vykhrushch National University «Lviv Polytechnic»
  • L. Romanyshyna Khmelnytskyi Humanitarian-Pedagogical Academy
Keywords: dialogue, educational dialogue, dialogical communication, educational process


Dialogic technologies, their scientific development and research are key issues of educational system modernization. A holistic understanding of the nature of dialogue system of human knowledge is a problem of linguistics, rhetoric, literary criticism, philosophy, psychology and pedagogy. The acquisition of dialogical learning technologies in modern educational practice is complicated by inconsistency of philosophical, linguistic and psychological interpretations of the phenomenon of «dialogue».

The use of dialogue in education due to the methodological difficulties: lack of generally accepted interpretation of the term «dialogue», incompleteness general theory of dialogue and focus of education on different cultural values of the dialogue. The concept of «educational dialogue»  is designed to ensure the change in mass of pedagogical influence by modern teacher. Theoretical sources most philosophical concepts of dialogue are the theory of human knowledge and consciousness research, age patterns of development, peculiarities of educational process at different age stages. The practice-oriented psychological concepts of dialogue  is based on the idea of unity of knowledge and communication.

Culture of dialogue relations is due to the national humanitarian tendencies of development national higher education. Dialogue is not a specific methodological procedure but the method of constructing partnerships in learning. It is characterized by the following features: this is the process of developing new information, common to the communicants and the birth of their community; the uniqueness of each partner and their fundamental equality in situations of the various and original points of view; each orientation to understanding and active interpretation of its terms by partner; waiting for a response and its prediction in own utterance; mutual complementarity positions of participants in communication; use the experience of the participants during their interaction.

Dialogical educational communication is the central element of the learning process. Educational dialogue - subjective exchange of knowledge, experiences, and ways of meanings – according to its content is interpersonal interaction, which aims to change attitudes and style of activity of its members. Psychological factors of teachers professional development of their activities in training is the change from monologue to professional dialog.


Download data is not yet available.

Author Biographies

V. Vykhrushch, National University «Lviv Polytechnic»
doctor of pedagogical sciences, professor
L. Romanyshyna, Khmelnytskyi Humanitarian-Pedagogical Academy
doctor of pedagogical sciences, professor


Bakhtyn M.M. Problemy tvorchestva Dostoevskogo. Problemy poe'tiki Dostoevskogo (Problems of Dostoevsky’s work. Problems of Dostoevsky’s Poetics), Kyiv, 1994, 356 p. [in Russian].

Bratchenko S. L. Mezhlichnostnyj dialog i ego osnovnye atributy (Interpersonal dialogue and its key attributes), Moscow, 1997, pp. 201–222. [in Russian].

Volkov A., Lyvanov D., Fursenko A. Vysshee obrazovanye: povestka 2008-2016 (Higher Education: 2008-2016 agenda), Ekspert, 2007, № 32/3, pp. 89–94. [in Russian].

Husynskyy N.E., Turchanynova Yu.Y. Vvedenye v fylosofyyu obrazovanyya (Introduction to the Philosophy of Education), Moscow, 2003, 248 p. [in Russian].

Zynchenko V. P. Psykholohycheskaya pedahohyka. Materyaly k kursu lektsyy. Chast 1. Zhyvoe znanye (Psychological pedagogy. Materials for the course of lectures. Part 1: Living knowledge), Samara, 1998, 216 p. [in Russian].

Kahan M.S. O pedahohycheskom aspekte teoryy dyaloha (On the pedagogical aspect of the theory of dialogue) Dyaloh v obrazovanyy, Sankt-Peterburg, 2002, pp.44-61. [in Russian].

Kamynskaya M. V. Professyonalnoe razvytye uchytelya v protsesse osvoenyya ym deyatelnosty v systeme razvyvayushcheho obrazovanyya (Professional development of teachers in the development of their activities in the system of developmental education), Moscow, 2004, 18 p. [in Russian].

Kutyrev V. A. Estestvennoe i iskusstvennoe: bor'ba mirov (Natural and artificial: war of the worlds), Nizhniy Novgorod, 1994, 199 p. [in Russian].

Mkrtychyan H.A. Psixologicheskaya e'kspertiza v innovacionnom obrazovanii (Psychological expertise in innovative education), Saarbryukken, 2011, 147 p. [in Russian].

Obshchenye y poznanye (Communication and Cognition), Moscow, 2007, 495 p. [in Russian].

Rozyn V. M. Psixologiya: nauka i praktika (Psychology: Science and Practice), Moscow, 2008, 544 р. [in Russian].

Sen’ko Yu.V. Gumanitarnye osnovy pedagogicheskogo obrazovaniya (Humanities teacher education foundations), Moscow, 2000, 240 p. [in Russian].

Sovremennyj filosofskij slovar' (Modern Philosophical Dictionary), Moscow, 2004, 864 p. [in Russian]

How to Cite
Vykhrushch, V., & Romanyshyna, L. (2016). Educational Dialogue as a Basic Concept of Developing Paradigms in Modern Education. Pedagogical Discourse, (20). Retrieved from