DIALOGICAL THINKING AS A PEDAGOGICAL PHENOMENON: AN ANALYSIS OF SCIENTIFIC APPROACHES

Abstract

The article is devoted to a comprehensive analysis of the phenomenon of «dialogical thinking». The relevance of the study is determined by the transformations taking place in the educational space, which require children to develop the ability to think critically, express personal judgments, perceive diverse viewpoints, and engage in constructive dialogue. Based on an analysis of scholarly sources, the interdisciplinary nature of dialogical thinking research is outlined, integrating philosophical, psychological, communicative, and pedagogical dimensions. The study identifies the main scientific approaches: the philosophical and methodological approach, in which dialogue is regarded as a mechanism of meaning- making and interaction between opposing positions; the psychological approach, where dialogicality is understood as a factor in the development of cognitive processes, creativity, and the emotional-semantic sphere; and the pedagogical approach, which emphasizes the structure of didactic dialogue and the potential of dialogical pedagogy. The article clarifies the meaning of the concept “dialogical thinking”, defining it as an integrated cognitive-communicative capacity of an individual to perceive, correlate, and interpret various positions, to engage in meaning-generating interaction, to produce new judgments, and to carry out analysis, generalization, prediction, and critical processing of information. The methodological basis of the study includes systemic, comparative-historical, and conceptual-terminological approaches. The study concludes that strengthening the dialogical component within teacher professional education is essential for the effective implementation of the principles of dialogical pedagogy and for creating conditions conducive to the harmonious cognitive and social development of children. The prospects of the research have been identified, which involve analyzing the readiness of teachers and future educators to foster dialogical thinking in children. This will make it possible not only to assess the current state of the issue’s development but also to determine directions for further improvement of educational practice based on the principles of dialogical pedagogy.