<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Elena Ermolaeva</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE PROBLEM OF DEVELOPMENT OF ABILITIES FOR DIALOGUE WITH THE METAPHORIC INTERLOCUTOR</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">dialogic development of students</style></keyword><keyword><style  face="normal" font="default" size="100%">dialogic interaction</style></keyword><keyword><style  face="normal" font="default" size="100%">prerequisites of the dialogue</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1406576634.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">33</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The education of a dialogic person capable of humane and creative interaction with other people, the surrounding world, culture, and her/himself is one of the most important goals of modern education. This paper presents a conceptual study in which the essence of dialogic interaction is analyzed and in accordance with it the main tasks of dialogic education in high school and university are clarified. Particular attention is paid to metaphoric dialogue, because of its role in the educational process and because of its importance for the contemporary culture.
 The study is based on the concepts of the classics of the dialogue theory of the 20th century (M. Buber, M. Bakhtin, G. Gadamer, and others) as well as on some works of contemporary researchers into dialogic pedagogy. We have analyzed dialogic interaction in terms of the struc¬ture of abilities that its participants need to have. We have identified the three main prerequisites of the dialog, closely connected with one another (which define three main tasks of dialogical education). These are: (1) a dialogic relation between participants of the dialogue with one another and with the dialog proper (the emotional and ethical basis of the dialogue); (2) antinomic thinking (its intellectual basis); (3) a procedurally open perception of the world (a prerequisite of the creative development of one's own meanings).</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><orig-pub><style face="normal" font="default" size="100%"> ПРОБЛЕМА РАЗВИТИЯ СПОСОБНОСТЕЙ К ДИАЛОГУ С МЕТАФОРИЧЕСКИМ СОБЕСЕДНИКОМ </style></orig-pub><section><style face="normal" font="default" size="100%">133-142</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Elena Ermolaeva</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DECREASE IN THE LEVEL OF SYSTEMATIC THINKING OF PUPILS: REVEALING OF THE TENDENCY AND THE ANALYSIS OF THE INFLUENCING FACTORS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">school reform</style></keyword><keyword><style  face="normal" font="default" size="100%">systemic thinking</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392222947.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">4</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In the article the changes in the development of systematic (regular, logical, analytical) thinking of pupils are analyzed. At the beginning of the article it is explained, why the term “systematic thinking” has been chosen.
 The purpose of this article is to draw attention of educators to the crisis in the development of systematic thinking, and to prove the necessity of proposing new techniques and methods of developing corresponding abilities.
 In our research the qualitative method of experts’ estimation has been used. The author comes to conclusion that in the last 15 – 20 years the level of systematic thinking of pupils has decreased. The conclusion is based on interviews with teachers and teacher trainers most experienced in teaching. Several examples are given to demonstrate the decrease.
 In the process of school reform the problem has not received sufficient attention so far. Moreover, some features of school reform interfere with the development of ability of systematic thinking. Systematic thinking is negatively influenced also by some characteristic trends of modern culture. It is most important for the teachers and teacher trainers to pay due attention to the problem.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">89-95</style></section></record></records></xml>