Suchergebnisse

The article looks into the contemporary challenges for higher education in the era of unexpected global turbulences following the processes of globalisation not only in the social, political, economic and financial contexts but also in the educational domain. Multidimensional reality has brought its changes to communication and risen the standards of effective communication much higher than forecast in the previous years. The global developments drive for efficiency in intercultural dialogue, which causes reconsideration of the lingual status of education in multinational classrooms. The burning issues arise more sharply for cross border communication for business and diplomacy purposes. It means that a high demand in the educational market for LSP instructors (LSP – languages for specific purposes) at philology departments in Ukraine and abroad has started moving higher education to become more business oriented and stakeholder and university partnered. That said, it is necessary to analyse the existing foundations for poly- / multiculturality in higher education as supported by governments and the government of Ukraine, in particular, as well as go deeper into the levels of the research concept, the methodological level, to be more precise. As part of the research, the paper describes the key methodological approaches to foster and cultivate poly- / multiculturality in multi-dimensional classrooms – polylingual and multicultural. Such approaches are viewed fundamental to educate high-class LSP instructors in the field of foreign language instruction and acquisition in higher education. Among them are the systemic approach including the structural one, the synergic approach to cultivate poly- / multiculturality with future LSP educators in foreign language classrooms, cross-cultural approach, axiological and communicative approaches, environmental and reflexive approaches, etc.

In the scientific literature, there are accents that emphasize certain changes in the functioning of philosophy, which took place in connection with the establishment of the postulates of postmodernism as a new period in the development of culture, as a style of post non-classical scientific thinking, in fact, the content and hierarchy of values positions itself with a sophisticated departure from the classical and non-classical philosophical reflection. Philosophical and educational understanding of the methodology of research of dialogue and tolerance testified to the relevance of their research in the development of the potential of today's multicultural education and its growth in the cultural and educational space. Dialogue, dialogics and tolerance are represented by the mechanisms of meaning-making, axiology and praxeology: dialogical cognition of the interpersonal, social-group, societal, planetary world provides a certain "breakthrough" in the worldview-value coordinate system, in external-internal control of growth efficiency and its spiritual dimension. The axiological, ontological, educational-epistemological aspects of "fitting" a person into a new world context are precisely in the plane of philosophy, enriching the cultural fields of today's education through integration in goal-setting, content, organizational and managerial conditions for teaching and upbringing value ideals, principles, methods of holistic study of a person and those that are relevant today and provide Homo educandus with a meaning-making knowledge.