SCIENTIFIC BASIS OF THE EDUCATIONAL DIALOGICAL INTERACTION IN THE HIGHER EDUCATION

Based on analysis of the fundamental philosophical (M. Bakhtin, V. Kemerov,C. Frank et al.), psychological (V. Zinchenko, B. Meshcheryakov, A. Leontiev et al.) and pedagogical (I. Kolesnikova, O. Sydelkovskyy, E. Fedotova et al.) works found that the scientific basis for understanding the basics of interaction is a statement about the spiritual nature of man, the dialogical mode of existence in historical and cultural- educational and educational space. Proved that human interaction with the world and other people allows her to not only update the internal capacity, but also fill it structurally, meaningful, valuable and semantic aspects.The study found that immersion in this process allows comparison of thoughts, feelings and actions of the individual with their reflection in the minds of others, being the basis of its self-knowledge, self-fulfillment. Providing dialogic training interaction is extremely important for personal development and is the essence of educational activities. In the context of the study, this phenomenon is treated as  a  two-way process – learning and teaching that combines teacher and student as people made for a common goal, but are not identical in their social role, knowledge, experience, etc.Investigation of the nature and specifics of pedagogical interaction shows that it is a variant of social interaction, has its main features, the characteristics and at the same time realizing in the process of implementation specific, but very important for the formation of individual existence and purpose: to promote self-identity. Specificity dialogic educational interaction between teacher and students is that during the implementation of its self-study subjects interconnected phenomenon occurs largely contribute to this kind of phenomena and effects that arise. At the same time they can transform  the  content  of  educational  interaction  with  the  simple  exchange  of «exchange transformations» that gives new incentives for personal growth of participants this kind of contact. Proved that dialogic interaction study can be carried out only in the system of inter subjective relations. All this predetermines the presence of a specific inter subjective space, which intersect individual meanings and values. In the pedagogical process this space does not arises by itself, it's result of forming of the efforts of the teacher and student, adult and child, and so on.