THE HUMAN TREATMENT OF HERMENEUTIC IDEAS OF THE 20TH CENTURY FOR EDUCATION AND PEDAGOGICAL THOUGHT OF THE PRESENT TIME (THEORETICAL-AND-METHODOLOGICAL ASPECT)

The analysis of the cornerstones of hermeneutical ideas of the twentieth century revealed the efficiency of extrapolation and its integration into the educational environment. Such possibilities of the conceptual tools of philosophical hermeneutics for education and sciences about it are revealed on the basis of in-depth consideration of the man-creatural meaning of the idea of self-understanding through the understanding of the subject of the texts of culture, primarily texts of art. In view of this, the main directions of introduction into the practice of the educational process for its improvement in the context of the post-classical humanitarian paradigm of theoretical and applied developments of hermeneutics as a philosophy, methodology and art of understanding are outlined. These areas include: 1) the actual strengthening of the hermeneutic orientation of the goals, content, methods, means, forms, psychological and pedagogical conditions of the educational process as a unity of teaching and learning activities in the system of special and general humanitarian training of future specialists; 2) organization of systematic systematic mastering of the art of understanding and self-understanding in the space of primarily subject, activity, personality-oriented approaches; 3) the development and application of hermeneutic-cume (dialogue and textual) educational (pedagogical, didactic, educational) technologies focused on the development and self-development of subjects of education through the activities of generating, interpreting and understanding texts; 4) the formation and development of the readiness of subjects of the educational process (teachers and educators) to these types of activities; 5) the justification of the multifunctional approach to the interpretation of the text as a translator and generator of socio-cultural experience; forms of cultural existence; the mechanism of the subject's involvement in culture; a way of expressing human in man; mediator in the knowledge of the world subject and self-knowledge; sources of development and self-development of personality; the object of interpretation and understanding (i.e. hermeneutic activity in socio-humanitarian discursive practices), as well as the product of narrative, rhetorical activity (the activity of textogeny). Particular emphasis is placed on the importance of interpreting and understanding by the subjects of the educational process of texts of art for the introduction of the acquired artistic experience into the system of own freeing up, the construction of the subjective world, personal formation and self-improvement. Finally, it is concluded that the prerequisite for the realization of all this in the educational environment lies in the interaction of educational theory and practice with classical and modern hermeneutics, in short, in their constant dialogue around human, development and self-development in it of a human origin.