Keyword: «communicative processes»

The relevance of this article is dictated by the demands of the time, as it reflects the evolution of the dominant pedagogical potential of communicative processes in the context of epochs through the analysis of the works of outstanding thinkers, characteristics of educational systems, pedagogical tools, cultural, educational tasks, potentials of pedagogy, educational goals, etc. The aim of this article is to examine the educational dominants of the pedagogical potential of communication, identifying those that were determined in the process of communication processes formation. The paper defines the content of the concepts included in the title – communication and pedagogical potential. The article examines the pedagogical ideas characteristic of the most important historical epochs and times in the traditional chronology, starting from antiquity to the actualization of dominant ideas of pedagogical potential in modern times. For a correct and accurate understanding of the ideas expressed in the works of outstanding thinkers, the author refers to authoritative opinion, examining the works of domestic and foreign scientists. It is found out that the sources of modern communication can not only be explained, but also adjusted, if necessary, in order to optimize pedagogical potential, in particular, in relation to the educational process in higher education. It is impossible not to take this factor into account and even more so not to use it in the educational process: this is one of the conditions for successful professional training. The determination of two main communication models, which currently function as "communicative (humanistic)" and "corporate (rational)" should be considered as the result of the work. The communicative model is associated with a high degree of empathy, attentional ability, responsibility, overcome crisis phenomena in a multi-level identity. The corporate tendency is characterized by rationality, pragmatism, low degree of empathy, and willingness to communicate in order to obtain benefits. The author of this paper described this dichotomy earlier and outlined the results of the research in her dissertation for the degree of Candidate of Pedagogical Sciences (2005), however, the consideration of dominance in the format of evolution occurred for the first time. It should be noted that the results obtained in this study are fully synchronized with the data of our previous works that have been tested. The practical significance of this article lies in the confirmation of the fact that the dominant pedagogical potential of communication processes has a centuries-old history and a solid foundation of pedagogical, philosophical, and sociological ideas. Thus, the functioning of the mechanism of pedagogical potential and meeting the requirements of its optimization should be sought, among other things, in the works of thinkers of past eras.