Keyword: «hermeneutic approach»

The article is devoted to the use of hermeneutic approach in education. The analysis of hermeneutics role and significance in philosophical and pedagogical studies is presented. The possibility of using hermeneutic approach in listening comprehension teaching of the economic specialty students is studied, as it develops the ability of students to understand foreign texts and speech.

An important task of modern education is the upbringing of a socially oriented proactive person who realizes and actively defends the national interests and spiritual and moral values of the society and the state. This task is of paramount importance for education in the conditions of the cadet school, since we deal with the upbringing of true patriots, future defenders of the Fatherland. The authors of the article examine the problem of updating the potential of school education in the personal paradigm of education, they develop the conditions and means of implementation of upbringing schoolchildren in the cadet school. The aim of the research is to substantiate the content, methods and organizational forms of effective implementation of upbringing schoolchildren in the conditions of the cadet school. The article considers the specific features of organizing the process of education from the perspective of the hermeneutic approach using the example of the disciplines "Foreign (German) Language" and "Military Country Study in a Foreign Language" for students of 5–11-th grades. The works of Russian and foreign scientists, which show the key role of meaning-searching activity and meaning-formation in the practice of upbringing schoolchildren serve as the theoretical and methodological basis of the study. The study proves that building a system of value and moral filters in acquiring knowledge, communicative skills and abilities ensures the integrated development of intellectual and personal socially significant qualities of the student. The theoretical significance of the article lies in the fact that it contributes to the study of the problem of didactic processing of educational material, selection of methods, techniques, organizational forms of interaction that provide the updating of the upbringing potential of the educational process. The ways of modeling the process of teaching language disciplines from the perspective of the hermeneutic approach proposed by the authors have theoretical and practical significance, since they expand the ideas of the teacher-practitioner about the pedagogical conditions for the updating of upbringing education of schoolchildren in the conditions of the cadet school. The given examples of assignments can be used by teachers in foreign language classes.

The relevance of the topic is determined by the necessity to develop methodological foundations for studying the interaction of humanitarian and algocognitive cultures in modern education. The article focuses on reinforcing the axiological and cultural functions of education. The introduction of algocognitive culture into the educational system has served to exacerbate the issue of the reduction of value, meaning, culture and morality within the sphere of education. The issue arises from the contradiction between the insufficient methodological development of the advantages and limitations of informatization in education, on the one hand, and the accelerated proliferation of practical pedagogical models concomitant with the digitalization of education, on the other. The aim of the article is to gain theoretical understanding of the modern education methodology through the lens of two cultures – humanitarian and algocognitive. The study is based on a comprehensive approach that incorporates socio-cultural, humanitarian, and hermeneutic perspectives. A critical comparative analysis of Russian and foreign scientific works, coupled with the clustering of the authors’ views has enabled the authors to identify a key limitation of algocognitive culture within the framework of the generally accepted personality-oriented educational paradigm. This is a tendency to undervalue the significance of cultivating a personal system of values and meanings. The authors conclude that the methodology of modern education should be constructed from a human-centric perspective. The authors present a series of conceptual ideas aimed at fostering productive complementarity between competing methodological trends. The article puts forth the argument that the hermeneutic approach represents a fruitful methodology for establishing a system of personal values and meanings based on socio-cultural experience. The theoretical significance of this work is to summarize the scientific ideas about the methodological foundations of education in the context of the interaction between humanitarian and algocognitive cultures. In terms of methodology, the study shifts the focus from an examination of the individual characteristics of the two cultures to an analysis of their meaningful categories. It justifies the importance of values and meanings in digital transformation. From a practical viewpoint, the results and conclusions will facilitate the acceleration of applied methods and procedures, as well as the development of convergent educational solutions that enhance personal significance within the system of values and meanings in society. Furthermore, they will facilitate the development of meaning-oriented competences of teachers and the learning environment, thereby promoting the implementation of the meaning-generating pedagogical model within the context of an evolving algocognitive culture.

The relevance of the study is determined by the need for the holistic development of students' foreign language communicative competence as a key aspect of their personal and professional growth. Many graduates experience difficulties in foreign language communication and demonstrate a decline in motivation to read and analyze literature in a foreign language, leading to fragmented knowledge of the sociocultural context and limited understanding of interpersonal relationships. The aim of the study is to substantiate and experimentally identify the conditions for applying the hermeneutic approach to the development of foreign language communicative competence among students at the Moscow State Institute of International Relations. The hermeneutic approach is aimed at developing students' ability to adequately interpret communicative intentions, as well as understanding the semantic and pragmatic aspects of communication with representatives of other cultural communities. Thus, the hermeneutic approach contributes not only to language learning but also to the formation of skills in dialogical thinking and intercultural understanding. The experimental part of the study includes the development of a methodological basis for seminar sessions and a system of tasks aimed at increasing students' intrinsic motivation. The tasks are designed to engage students in active learning, stimulate interest in studying foreign languages, and foster the development of interpretation and linguistic guessing skills. The types of learning activities include teaching through the creation of problem situations and testing new types of activities aimed at developing communicative abilities and prediction. The main results showed that the use of the hermeneutic approach made the classes more structured and increased students' motivation to study the subject. This, in turn, led to improved communicative skills and a better understanding of sociocultural contexts. The theoretical significance of the study lies in expanding the understanding of approaches to developing foreign language competence using hermeneutic methods. The practical significance consists in the development of effective methods that intensify learning and foster critical thinking, allowing students to use the foreign language more confidently and meaningfully in various communicative situations.