The Dialogical Potential of Heuristic Education in an Information Society

Сучасне інформаційне суспільство принципово відрізняється від інших типів соціальних утворень і тому вимагає рішучої заміни авторитарної, антидіалогічної педагогіки на творчу, демократичну педагогіку евристичного діалогу. У статті розглядаються випробувані в експериментальній роботі інноваційні технології евристичної освіти на основі співтворчості викладача і студентів, які сприяють освоєнню й застосуванню майбутніми вчителями евристичного діалогу – основи інноваційної освіти інформаційного суспільства, вагомого чинника творчої самореалізації особистості.The modern information society is fundamentally different from other types of social entities and therefore requires a decisive replacement of authoritarian, antidialogic pedagogy, which still resists creative, democratic pedagogy of heuristic dialogue. Today, such a dialogue should become one of the main markers of the information society, which connects with the help of the newest means, first of all Internet networks, thousands of organizations, cultural and educational institutions, millions of people, often not ready for a humanistic, constructive dialogue. The authors define heuristic dialogue in higher education as a parity, intensive and constant co-creation of the teacher and students, where students should identify the unknown and build a coherent group of essential heuristic questions for finding new truth and creating educational products. Such dialogue at the levels of teacher-student, student-teacher, student-student, student-textbook, student-digital information contributes to identification of insufficient knowledge, successful self-realization of the personality, directs it at constant self-improvement of personal and professional qualities. Innovative techniques of heuristic education tested in experimental work are considered in the article. These techniques contribute to the development and application of heuristic dialogue by future teachers in educational and professional activity: lectures of “direct action”, interactive cooperation in the creation of educational products, presentation and protection of educational projects, techniques for questioning skills development, techniques for design studies of master teachers and future educators and so on. The authors emphasize the need for significant improvement of the work’s organization of the teacher of the pedagogical university on the guidance of independent students’ work, construction of continuous pedagogical students’ practice