Constitutional foundations of constructive interaction: a pedagogical panorama

Abstract

The problems of the modern system of higher education are becoming more and more urgent. Its current state can be described as conflicting, which does not meet the challenges of our time. At the same time, the need to develop network partnerships, integrated learning, synergy makes us look at the problem of constructive interaction in a new way.

The authors of the article see one of the directions for resolving the problem field - the formation and development of constructive interaction between the subjects of education. They consider "interaction" as an independent pedagogical phenomenon that initiates joint activities based on creative cooperation or social harmony, focused on personal goals and interests and goals of the subjects of education.

At the same time, the emphasis is on the fact that conceptual substantiation of this phenomenon in pedagogical discourse has not yet been given. Theoretical analysis and experimental research (carried out in two leading universities of the Krasnodar territory: FGBOU VO "Kuban State University" and FGKVOU VO "Krasnodar Higher Military School named after General of the Army S.M. Shtemenko"), presented in this article, make it possible to determine constitutive attributes constructive interaction, to isolate the grounds that can become the basis for the formation of a pedagogical concept of constructive interaction in the near future. Namely: levels and pedagogical conditions of implementation in the education system; principles; functions and criterion components of diagnostics.