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Makale Özeti:
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The present paper is based upon some methodological principles of the pedagogical hermeneutics. It focuses on a question of realizing a hermeneutic approach to an educational process projecting in the system of the high school. Having analyzed philosophic, psychological, as well as pedagogical researches, we came to a conclusion that in order to project an educational process it is necessary to reveal specific psycho-pedagogical and organizational conditions of the cognition of a studied matter. A humanitarian value orientation in a student – professor interaction is considered to be a constitutive condition of the educational process projecting. Humanitarian component is a principal qualitative characteristic of the educational process. According to ideas concerning the nature of humanitarian component by M. Buber, M. Bakhtin, G. Batischev, it is possible to say that it is engendered by a specific type of a human attitude towards the world, a “Me – You” relations. Determining psycho-pedagogical conditions of the cognition of a studied matter, we are founded on an essential specificity of the cognition. A sense is only understood with the help of a dialogue, “by adjoining another (somebody else’s) sense”. As a result of a dialogue an integrity of dialogue participants’ self-view and the subject of the dialogue is reconstructed which means revealing its inner sense. Organizational conditions are determined by the necessity of choosing a pedagogical technology at the heart of which there are “Me – You” relations. This is possible thanks to, first of all, the fact of dominating in the educational process such a specific type of pedagogical technologies as a humanitarian one. The humanitarian technology is that means of interaction of which creates conditions for forming an experience of the activity and an experience of the value attitude towards non-typical, new situations in the professional activity. A technology of organizing the pedagogical communication, a technology of projecting the dialogic form of studies, communicative technologies in educational activity can be examples of this type of technologies. In the second place, organizational conditions are established due to including to the educational process situations that are recognized by the professional community as significant and repeatable but not given optimal behavior models and common estimation. Thus, preconditions of forming the capacity of choosing, social responsibility of future specialists are created. At last, these organizational conditions are established owing to including new bearers of an educational content. These are, above all, schoolbooks, textbooks and other study aids organized according to a dialogic interaction.
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