Lyudmila Belyaeva (Russia), Irina Chugaeva (Russia)

Philosophical and communicative practices as technologies for the search for personal identity in the educational process (workshop) 

Presentation language: Russian

Lyudmila Belyaeva (Russia) - Doctor of Philosophy, Professor, Department of Philosophy, Sociology, Cultural Studies; Ural State Pedagogical University (Ekaterinburg)

Irina Chugaeva (Russia) - candidate of pedagogical sciences, associate professor of the department of pedagogy and psychology of childhood; Ural State Pedagogical University (Ekaterinburg) 

In modern society, there is an increase in the proportion of young people who express alienation, negativity to current events, unwillingness to communicate, misunderstanding, and rejection of other people. These manifestations are associated with the loss of value-semantic guidelines, a crisis of personal identity. In the context of value pluralism, young people need existential experience as a search for the meaning of existence, building a strategy for their own lives. Adolescents can get such an experience in the process of value-semantic perception of art as an experience of an artistic image through dialogue with the author, the hero of an artwork, value-semantic modeling of their worldview and attitude. We consider this process as philosophical and communicative practices, since it is associated with the active activity of the subject, his ability to rise over the ordinariness of being in order to understand the life of the Other, to comprehend various life situations, to relate to oneself. Philosophical and communicative practices based on a hermeneutic approach make it possible to use a work of art as a discourse that, in the process of communicating with the author's meaning, facilitates the discovery of personal meaning in the phenomena of cultural life. Philosophical and communicative practices of searching for personal identity they are implemented on the basis of the technology we have developed to activate value-semantic relations, the starting point of which is the adolescent's desire to find the answer to the question "Who am I?", which ultimately means the search for the truth of one's being. We single out a complex of such relations, which are based on the Socratic dialogue as a method of philosophical practice. This technology contributes to the acquisition by a young man of a personal identity, which, turning into a practice of caring for himself, characterizes him as an active, responsible subject, capable of self-knowledge, self-understanding, valuable self-determination and creative self-expression.