Features of the dialogue-experience techniques in the educational process

Elaborating the dialogue-experience techniques in the educational process relied on the following: (a) revealing the role of sense experiences in sense accumulation processes, as well as their comparison and generating new senses, conditioned by learners' need for understanding themselves and other people; (b) studying personalization and personification, personal ways of their implementation (in images, sense constructs and dispositions, as well as in orientation); (c) clarifying the role of emotional and empathic, figurative, and reflective experiences which provide sense harmonization of dialogue participants' sense stands when forming the joint relation to educational activities; (d) studying the role of the coordination of these experiences in forming interpersonal relationships in educational activities, as well as the transformation of sense structures in inter-group interaction when performing co-creative activities through the phenomena of “reflected subjectivity” (the image of Another, the image of significant Another, and the personified image of significant Another). In accordance with the features of learners' emotional and empathic, figurative, and reflective experiences, the analysis highlighted and described the generalized techniques. These techniques fell into three blocks determining the direction of psychological, psycho-pedagogical, and pedagogical support of learners in the educational process. Each block included the following three groups of more particular techniques: (a) lowering negative experiences, restoring “missing” experiences, and forming positive experiences (the psychological block of techniques); (b) personified education, techniques of team building, and reflective techniques (the psychopedagogical block of techniques); techniques for solving the issues of sociability, co-creation, and cooperation in co-creative activities (the pedagogical block of techniques). The developed dialogue-experience techniques can “turn” the learner to Another and enable the teacher to manage the educational process in a “soft” manner.