Keyword: «intersubjectivity»

The transition of modern pedagogy from the model of transmitting "ready-made knowledge" to dialogic, activity-based and phenomenological practices exacerbates the need for a theoretical rethinking of the intersubjective foundations of education and their limits in the context of increasing social and cultural heterogeneity of educational communities. The accumulated phenomenological, sociological and communicative material shows that intersubjectivity simultaneously acts as a condition for the possibility of pedagogical co-existence and a source of fundamentally ineradicable zones of incomplete mutual understanding between participants in the educational process. The aim of the article is, based on the phenomenological, sociological and communicative traditions, to theoretically substantiate and explicate the limits of intersubjectivity in the pedagogical process, to describe their structure and to demonstrate the methodological consequences for the analysis and design of educational practices. The methodological basis of the study is formed by the phenomenological, social-constructivist, communicative, hermeneutic and systemic approaches. The main methods used are philosophical-pedagogical and normative-legal analysis, interpretation and typology of scientific sources, conceptual and structural-level modeling. The key results presented are: 1) clarified definition of the pedagogical process as a special form of social constructing educational reality and operationalization of the concepts of "educational intersubjectivity" and "limits of intersubjectivity in the pedagogical process"; 2) level description of educational intersubjectivity (dyadic, group and institutional levels), which makes it possible to link interpersonal, group and systemic mechanisms of joint construction of meanings; 3) expanded conceptual apparatus for analyzing the quality of intersubjective connections, including the categories of intersubjective density, transparency and gap, as well as the characteristics of the intersubjective position of the teacher and the student. 4) identifying the ontological, cognitive-linguistic, communicative-status and institutional-axiological limits of intersubjectivity and substantiating their role as an analytical tool for diagnosing the risks of misunderstanding, marginalization and "subjective invisibility" in education, setting guidelines for designing dialogic and inclusive educational practices. The theoretical significance of the work lies in clarifying the conceptual and categorical apparatus of the pedagogy of intersubjectivity and integrating phenomenological, sociological and communicative perspectives into a single conceptual framework for analyzing the pedagogical process. The practical significance lies in the possibility of using the proposed model in expert evaluation of educational programs and interaction situations, developing criteria and indicators for the quality of the intersubjective learning space, as well as in constructing teacher training modules aimed at supporting the complex intersubjective spaces of modern education.