Home – Home – Jornals – "Philosophy of Education" 2021 number 1

Introduction. An interdisciplinary analysis of communicative school practices, carried out using N. Luhmann’s theory of communication, makes it possible to diagnose the blocking of school public communication as one of the system codes of general education. This code is used to maintain the operability and reliability of the status and role subject-centered school teaching system. The fictitiousness of self-identification and social integration, as well as the reproductive nature of learning activity, are caused by the constant breakdowns in communication and the lack of access to a source of student independence. This source “is located” not in the internal “structures of personality” (psychic system), but in communication (social system), which is established only when it detects a favorable environment in the minds of members of the school community. Methodology and methods of the research. A theoretical development of the interdisciplinary context of the problem and the search for new structural connections between the psychic system (individual consciousness) and communication (selection of information, its message and understanding) have been undertaken in the paper. The conditions that protect communication have been discovered and are guaranteed to be recreated due to the long-term observation of students communicating within the frame of special forms. These forms correspond to the theoretical model of the ideal speech situation by J. Habermas and the concept of communication by N. Luhmann. The results of the research. In psychological terms, the identity of fear to speak, fear to act independently and fear to create is determined. In terms of linguo-pragmatics, a free dialogue requires equal chances for speaking, for criticism, for opinions thematization, for self-expression and for managing the course of the discussion, which is ensured by formal rules and their strict observance by all participants. The “natural” benefits of adults (age, awareness, experience and a higher social status) oblige them to voluntarily give up privileges that give them an advantage in discourse with students who, due to a deliberately disadvantaged position, prefer not to communicate with adults in a school public situation. A theoretical analysis of the didactic context of the experiment has led to interesting results. A new type of teaching content has been identified, the social content. Its open part (unknown to the teacher beforehand) is produced by communication. The paper outlines the main features of a new communicative and productive teaching method that can be used both in the classroom and in extracurricular activities. Conclusion. The paper raises a number of new specific questions and outlines multidirectional interdisciplinary research in the field of philosophy of education, psychology, social psychology (psychology of communication), theory of educational systems and didactics of communication.