https://doi.org/10.25198/2077-7175-2020-1-74
THE EDUCATIONAL TRADITION AS A FACTOR IN THE FORMATION OF INTERCULTURAL DIALOGUE
A. V. Suhorukhih
Voronezh State University of Forestry and Technologies named after G.F. Morozov, Voronezh, Russia
e-mail: sukhorukikh.al@yandex.ru
Abstract. The article considers the role of educational tradition in the context of modern integration processes and actualizes the importance of the phenomenon of «dialogue of cultures» as a factor of sustainable convergence. In the introduction, the conceptual content of the problem is indicated, in particular, by M.M. Bakhtin's dialectical methodology of «dialogue of cultures» as «mutual self-knowledge» of various cultural and historical traditions. Within the problem field of the article notes that today's «intercultural contacts» do not contribute to a definite acceleration of economic and socio-historical development of the people and regions of the world, on «dialogue of cultures» continues to be one of the most important tasks of our time and the key to true unity is happening and future civilization processes. The research suggests that the most important processes leading to equal dialogue in integration interaction are, first of all, cultural processes, it is the search for important and generalizing meanings for all parties. The conceptual importance of equal intercultural dialogue as one of the most important tasks for the modern educational environment is also pointed out. In this regard, the dialectic of dialogue is characterized in the comparison of equivalent values and deep interaction of subjects of communication in terms of fullness of meanings. It is proved that intercultural dialogue is an indicator of the viability of each of their interacting cultures, while the principle of their equality is the most important principle of intercultural communication. The author gives an idea of the symbolism of intercultural dialogue in the modern communicative environment and notes a high level of disintegration in the global society of «postmodern» in which intercultural communication quickly enough, in fact, during the «generation «of gadgets», goes beyond the semantic field and the value content of the humanistic culture itself. It is noted that the common socio-cultural space and a single educational tradition that forms the axiology of knowledge contribute not only to high multicultural communication, but also to the formation of a unique cultural-temporal dialogue in the search for intellectual equality in generations, forming the most important principle of the culture of humanism: the pursuit of the ideal of high spiritual and intellectual unity. In conclusion, it is emphasized that outside the humanistic context of education and the consolidation of different cultures based on universal principles, the level of integration in building intercultural dialogue decreases, and the continuity of national traditions of education, postulating education as a timeless universal value, can correct the situation.
Keywords: «dialogue of cultures», educational environment, convergence, intercultural communication, dialogue space education, humanistic culture, M.M. Bakhtin.
Cite as: Sukhorukikh A.V. (2019) [The Educational tradition as a factor in the formation of intercultural dialogue]. Intellekt. Innovatsii. Investitsii [Intellect. Innovations. Investments]. Vol.1, pp. 74–81. DOI: 10.25198/2077-7175-2020-1-74.
