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Образовательная среда / Educational Environment / Bildungsumfeld

Сорина Г.В.

Диалог сквозь века: образовательное коммуникативное пространство

Сорина Галина Вениаминовна, доктор философских наук, профессор, философский факультет МГУ имени М.В. Ломоносова

E-mail: gsorina@mail.ru

В статье представлен авторский взгляд на возможности диалога между читателем и гуманитарным текстом (автором гуманитарного текста) в условиях, когда тексты по одной и той же научной и/или образовательной проблеме могут представлять разные эпохи, позиции и точки зрения. Вопросно-ответная процедура — постановка вопросов автора текста к читателю, читателя — к тексту — рассматривается в качестве основного способа построения коммуникативного пространства в целом и образовательной среды в частности. Для объяснения процесса формирования коммуникативных отношений в гуманитарной сфере путем постановки вопросов автор статьи привлекает как философские и социально-психологические (Кант, Фромм), так и художественные (Пушкин, Мандельштам, Цветаева) тексты. В качестве одного из возможных инструментов диалога с текстом в образовательных целях разработанная автором методология экспертной работы.

Ключевые слова: гуманитарная мысль, гуманитарный текст, работа с текстом, диалог, нададресат, коммуникативные отношения, исследовательское коммуникативное пространство, автор, читатель, вопросно-ответная процедура, вопросы к тексту, методология экспертной работы, аналитический отчет.

Литература

Бахтин М.М. К философии поступка // Философия и социология науки и техники. М.: Наука, 1989. С. 80—160.

Бахтин М.М. Проблемы поэтики Достоевского. М.: Советская Россия, 1972.

Бахтин М.М. Проблема текста в лингвистике, филологии и других гуманитарных науках (опыт философского анализа) // Вопросы литературы. 1976. № 10. С. 122—151.

Кант И. Сочинения: В 6 т. М.: Мысль, 1963—1966.

Кант И. Трактаты и письма. М.: Наука, 1980.

Мандельштам О.Э. О собеседнике // Сочинения: В 2 т. Т. 2. М.: Художественная литература, 1990.

Пушкин А.С. Собрание сочинений: В 3 т. М.: Художественная литература, 1985.

Сорина Г.В. Критическое мышление и метод экспертных групп // Ежеквартальный журнал Эпистемология и философия науки. 2005. Т. III. № 1. С. 194—204.

Сорина Г.В. Критическое мышление: история и современный статус // Вестник Московского университета. Сер. 7. Философия. 2003. № 6. С. 98—111.

Сорина Г.В. Методология экспертной работы (в контексте современных образовательных коммуникаций) // Ценности и смыслы. 2014. № 2. С. 50—62.

Сорина Г.В., Грифцова И.Н. Философские идеи Канта в контексте логики и педагогики // Иммануил Кант: наследие и проект. М.: Канон+, 2007. С. 451—469.

Фромм Э. Иметь или быть? М.: Прогресс, 1990.

Цветаева М. Сочинения: В 2 т. Мн.: Народная Асвета, 1988.

Beck I.L. Questioning the Author: An Approach for Enhancing Student Engagement with Text. Newark, DE: International Reading Association, 1997.

Beck I.L., McKeown M.G. "Questioning the Author: Making Sense of Social Studies." Educational Leadership 59.3 (2002): 44—47.

Davies M., Sinclair A. "Socratic Questioning in the Paideia Method to Encourage Dialogical Discussions." Research Papers in Education 29.1 (2014): 20—43.

De Man P. "Dialogue and Dialogism." Poetics Today 4 (1983): 99—107.

Dull L.J., Murrow S.E. "Is Dialogic Questioning Possible in Social Studies Classrooms?." Theory & Research in Social Education 36.4 (2008): 391—412.

Gunn T. M. "The Effects of Questioning on Text Processing." Reading Psychology 29.5 (2008): 405—442.

Gunn T.M. "Questioning and Expository Text Comprehension." International Journal of Learning 14.5 (2007): 81—87.

Isaacs W.N. "Taking Flight: Dialogue, Collective Thinking, and Organizational Learning." Organizational Dynamics 22.2 (1993): 24—39.

Keyton J. Communication Research: Asking Questions, Finding Answers. New York: McGraw-Hill, 2006.

Paul R., Elder L. "Critical Thinking: The Art of Socratic Questioning, Part III." Journal of Developmental Education 31.3 (2008): 34—35.

Phelps T.G., Pitts J.A. "Questioning the Text: The Significance of Phenomenological Hermeneutics for Legal Interpretation." Saint Louis University Law Journal 353.29 (1985): 370—378.

Probst R.E. "Dialogue with a Text." English Journal 77.1 (1988): 32—38.

Skidmore D. "Pedagogy and Dialogue." Cambridge Journal of Education 36.4 (2006): 503—514.

Wegerif R. "Towards a Dialogic Theory of How Children Learn To Think." Thinking Skills and Creativity 6.3 (2011): 179—190.

Wilson N.S., Smetana L. "Questioning as Thinking: A Metacognitive Framework to Improve Comprehension of Expository Text." Literacy 45.2 (2011): 84—90.

Yang Y.-T.C., Newby T.J., Bill R.L. "Using Socratic Questioning To Promote Critical Thinking Skills through Asynchronous Discussion Forums in Distance Learning Environments." American Journal of Distance Education 19.3 (2005): 163—181.

DIALOGUE THROUGH THE AGES:

EDUCATIONAL COMMUNICATIVE SPACE

Galina V. Sorina, D.Phil., Professor, Philosophical Department of Lomonosov Moscow State University

E-mail: gsorina@mail.ru

Working with text suggests a kind of dialogue between readers and authors, which is especially important in the educational process. Regardless of when the text was written, each new reading can create its new life. Regardless of the form of representation (on paper or digital) every time in the process of education, classic text (under careful reading) raises questions and creates the conditions of dialogue through the centuries, which is the main feature of educational environment. Texts on the same issue could be written in different times and can express different points of view. So, the task for both students and skilled researchers is the ability to correlate various positions, to join with them in an equal dialogue considering features of the epoch text writing and the era to which the reader belongs. It is important not only to learn and remember the text. Researchers should be able to form their own position by comparing all this discordance.

The subject of my article is essence and methodology of questioning the text as a special kind of text-based communication in educational process of critical thinking development. For this purpose, I use the technique of analytic questioning, as well as methods of system and discourse analysis, formal and modal logic. Applying these methods, on the examples of creative works of Immanuil Kant, Erich Fromm, Osip Mandelshtam, Alexander Pushkin, and Marina Tsvetaeva, I show how the authors of classical humanitarian texts used the practice of questioning to establish and strengthen their communication with the readers (current and future).

In my article, I analyze Mandelshtam’s, Pushkin’s and Fromm’s approach to questioning and compare their way of questioning with the Kantian one. On the example of Marina Tsvetaeva’s essay "My Pushkin", I also show the effect of poetic questioning (questioning of the author of poetic text to its reader) on the young reader in the process of forming his own worldview.

As a possible tool for dialogue with the text in the educational process, I propose to use the methodology of expert work that was developed by me earlier. This methodology is a tool of modern educational communications, the way to dialogue with author regardless of the time of writing the analyzed text. Under this methodology, the student fixes the results of text analysis in his analytical report, which is an analytical table (such tables initially presuppose consistent dialogue with the text). Analytical report (analytical table) contains the following sections:

(i) List of the basic concepts presented in the text, and their most important characteristics;

(ii) Questions to the text;

(iii) Reflections and comments;

(iv) Possible associations and analogies related to the professional activities of the author of the report.

In the process of expert work, formulating questions, engaging in dialogue with the text, students gain a new vision of the investigated text and studied disciplines. This vision is refined in the process of group discussion influenced by questions of other participants of practical training.

I conclude that this methodology allows the creation of conditions for the formation of a consistent dialogue with the text on a regular basis.

Keywords: humanitarian thought, humanitarian text, work with text, dialogue, over-addressee, communicative relationships, Exploratory communicative space, author, reader, question-answer procedure, questioning the text, methodology of expert work, analytical report.

References:

Bakhtin M.M. "The Problem of Text in Linguistics, Philology and Other Humanitarian Sciences (The Experience of Philosophical Analysis)." Issues of Literature 10 (1976): 122—151. (In Russian).

Bakhtin M.M. "Towards Philosophy of Action," Philosophy and Sociology of Science and Technology. Moscow: Nauka Publishers, 1989, pp. 80—160. (In Russian).

Bakhtin M.M. Problems of Dostoevsky's Poetics. Moscow: Soviet Russia Publisher, 1972. (In Russian).

Beck I.L. Questioning the Author: An Approach for Enhancing Student Engagement with Text. Newark, DE: International Reading Association, 1997.

Beck I.L., McKeown M.G. "Questioning the Author: Making Sense of Social Studies." Educational Leadership 59.3 (2002): 44—47.

Davies M., Sinclair A. "Socratic Questioning in the Paideia Method to Encourage Dialogical Discussions." Research Papers in Education 29.1 (2014): 20—43.

De Man P. "Dialogue and Dialogism." Poetics Today 4 (1983): 99—107.

Dull L.J., Murrow S.E. "Is Dialogic Questioning Possible in Social Studies Classrooms?." Theory & Research in Social Education 36.4 (2008): 391—412.

Fromm E. To Have or to Be?. Moscow: Progress Publisher, 1990. (In Russian).

Gunn T. M. "The Effects of Questioning on Text Processing." Reading Psychology 29.5 (2008): 405—442.

Gunn T.M. "Questioning and Expository Text Comprehension." International Journal of Learning 14.5 (2007): 81—87.

Isaacs W.N. "Taking Flight: Dialogue, Collective Thinking, and Organizational Learning." Organizational Dynamics 22.2 (1993): 24—39.

Kant I. The Treatises and Letters. Moscow: Nauka Publisher, 1980. (In Russian).

Kant I. Writings. Moscow: Mysl Publisher, 1963—1966, 6 volumes. (In Russian).

Keyton J. Communication Research: Asking Questions, Finding Answers. New York: McGraw-Hill, 2006.

Mandelshtam O.E. "About Interlocutor." Writings. Moscow: Khudozhestvennaya literatura Publisher, 1990, volume 2. (In Russian).

Paul R., Elder L. "Critical Thinking: The Art of Socratic Questioning, Part III." Journal of Developmental Education 31.3 (2008): 34—35.

Phelps T.G., Pitts J.A. "Questioning the Text: The Significance of Phenomenological Hermeneutics for Legal Interpretation." Saint Louis University Law Journal 353.29 (1985): 370—378.

Probst R.E. "Dialogue with a Text." English Journal 77.1 (1988): 32—38.

Pushkin A.S. Collected Writings. Moscow: Khudozhestvennaya literatura Publisher, 1985, 3 volumes. (In Russian).

Skidmore D. "Pedagogy and Dialogue." Cambridge Journal of Education 36.4 (2006): 503—514.

Sorina G.V. "Critical Thinking and Method of Expert Groups." The Quarterly Journal of Epistemology and Philosophy of Science III.1 (2005): 194—204. (In Russian).

Sorina G.V. "Critical Thinking: History and Current Status." Herald of Moscow University. Series 7. Philosophy 6 (2003): 98—111. (In Russian).

Sorina G.V. "Methodology Expert Work (In the Context of Modern Educational Communication)." Values and Meanings 2 (2014): 50—62. (In Russian).

Sorina G.V., Griftsova I.N. "Kant's Philosophical Ideas in the Context of Logics and Pedagogy." Immanuel Kant: Heritage and Project. Moscow: Kanon+ Publisher, 2007, pp. 451—469. (In Russian).

Tsvetaeva M. Writings. Minsk: Narodnaya asveta Publisher, 1988. (In Russian).

Wegerif R. "Towards a Dialogic Theory of How Children Learn To Think." Thinking Skills and Creativity 6.3 (2011): 179—190.

Wilson N.S., Smetana L. "Questioning as Thinking: A Metacognitive Framework to Improve Comprehension of Expository Text." Literacy 45.2 (2011): 84—90.

Yang Y.-T.C., Newby T.J., Bill R.L. "Using Socratic Questioning To Promote Critical Thinking Skills through Asynchronous Discussion Forums in Distance Learning Environments." American Journal of Distance Education 19.3 (2005): 163—181.

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