Educational Dialogue in the Conditions of Edification of Primary Education: Axiological Aspect

Inna P. Yashchuk

Pedagogy Department, Faculty of Primary Education and Philology, Khmelnytskyi Humanitarian Pedagogical Academy, Khmelnytskyi, Ukraine.

Vira O. Vykhrushch

Department of Psychology, Pedagogics and Social Management, Institute of Jurisprudence and Psychology, Lviv Polytechnic National University, Lviv, Ukraine.

Ivan S. Rusnak

Pedagogy Department, Faculty of Primary Education and Philology, Khmelnytskyi Humanitarian Pedagogical Academy, Khmelnytskyi, Ukraine.

Tetiana O. Sharhun

The Humanities and Social-Economic Training Department, Lviv Branch of Dnipro National University of Railway Transport named after Academician V. Lazaryan, Lviv, Ukraine.

Maryna S. Vasylyk

Vasyl Stefanyk Precarpathian National University, Ivano-Frankivsk, Ukraine.


Keywords: Edification, Educational system, Elementary/primary education, Younger student, Educational dialogue, Dialogic speech, Edification technology, Communicative component, Collective forms of educational activity.


The article presents an empirical research of the problem of educational edification in the axiological plane, analyzes scientific literature, history, and strategies of edificatory changes in response to contemporary challenges in primary education, substantiates the features of cultural and historical and pedagogical processes related to the changes in pedagogical mentality in the context of edification and the new paradigm of education. The essence of edifying changes in the sphere of human culture and educational activity as a part of this culture are analyzed, including systematized general historical and pedagogical and general pedagogical foundations of edification in elementary education through educational dialogue as the means of active formation of a personality of the younger student. It is established that valuable and epistemological anthropocentrism determine the specifics of social philosophical analysis of the role of human-centric education, that sociocentrism of the sociological approach promotes the integration of modern theories into a unified methodological educational strategy, and that in the world a hermeneutical-dialogical tradition has been created, according to which a person develops through action and dialogue that which connects him with culture and the world. The credibility of the research results was confirmed by means of a Mann-Whitney U-test and the accuracy criterion for the differences of averages of the student's t-test for independent selections. On the basis of the research conducted the problems and directions are defined, and strategic, general pedagogical means of changes bringing edification through educational dialogue in primary education are outlined as an effective direction of its reformation.


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