Дискурсната етика като психологически императив за словесната действеност на учителя

Автори:
Страници: 79-88
DOI: https://doi.org/10.54664/EBUI5040

Резюме:

This article reveals the inherent semantic directionality of verbal realization, which relates to any communicative action simultaneously on two levels: general intention and special intention. The need for pedagogical skills for verbal activity of the teacher is highlighted, which acquire the quality of building professional competences for pedagogical communication, understood in the classical discourse and practical-applied context of psychopedagogy. On the basis of distinct substantive emphases in the theories of symbolic interactionism (G. H. Mead) and of communicative action (J. Habermas), as well as of the immanent characteristics of the word, the thesis of discourse ethics as a psychological imperative for the modern teacher’s verbal activity is justified.

Ключови думи:

pedagogical interaction; discourse ethics; verbal activity.

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