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The article focuses on atomism in education through the prism of understanding and communication which provide the basis for the hermeneutic approach. The author offers a detailed insight into monologue peculiar to the educational system as the main cause of atomistic communication in a school. It reveals it­self through the transfer of human achievements from teacher to student at all levels (semantic, target, content, technological). The sameness of prepared infor­mation for transferring to diverse learners presupposes the sameness of learners answers as the outcome. Monologue leads to a lack of understanding (increasing distance) expressed by learners themselves, other people and the surrounding en­vironment. Consequently, it disintegrates, or atomizes, classroom communica­tion as a sphere of educational conversation. It also reduces motivation for self-knowledge, environmental perception and cognition. Unfamiliar or irrelevant in­formation addressed to learners without their realizing its meanings, goals or a clear answer to the question "Why should I learn it?" creates distance between the Self and the Other, between the subject and the object. One of the solutions to overcome atomism in schools is to improve "pedagogical integrity" that means building dialogue in education. It means that methodological and method­ical dominants lie in the learners interest but not the teachers. The article reveals didactic aspects of learners silence which develop their ability to learn about themselves through self-knowledge and self-cognition.

The article implements a philosophical approach to the problems of education. The author sees the main problem in the fact that stereotyping and monologiza­tion of human behavior, thinking and communication in many ways are a conse­quence of the education system being monologue: most importantly, the content of education is viewed as a pedagogically adapted social experience transmitted to a student without taking into account his personal, cultural and historical background and other characteristics. The article debates that such a knowledge-transfer, subject-object nature of education leads to the expansion of the exter­nally specified content of education as the capacity of educational space. Most arguably, it does not take into account the student himself in education, his mis­sion, purpose, peculiarities, it creates preconditions for the loss of a person's identity as an internal space which the author regards as the interaction of inter­nal forms, words and actions. Overloading the content of education at all its lev­els leads pedagogical science to the problems of pedagogical space and time. In his research, the author shows that the time for the student to create his own metasubject learning results differs from the time it takes for the student to ac­quire integrated, interdisciplinary "knowledge". Based on the concept of "inter­nal forms" of a word (A.A. Potebnya, G.G. Shpet, P.A. Florensky, N.S. Avtono­mova), the author of the article considers dialogical communication as the nature of the student's inner space which determines his self-identity. The author's re­search shows that a heuristic dialogue, in which the questioning dominant in learning new things belongs to the student, and not the teacher, is the most im­portant tool for the formation and development of his inner space – the space of self-change, a condition for the conjugation of the "external" objective (histori­cal) time with the "internal" time – ahistorical, meta-time.

Conversation of the executive secretary of the journal Voprosy filosofii T.G. Shchedrina with the rector of the Belarusian State University, A.D. Korol on the eve of the 100th anniversary of the University. The discussion concerned the problems of modern education, of the place of the University in national and world culture, of its current transformations, as well as the role of communica­tion in philosophy, teaching and upbringing.