Developing Pedagogical Rhetoric in the Context of Humanization of Education

   Global social changes naturally entail an essential transformation of modern didactics. The scientific development and practice-oriented development of pedagogical rhetoric currently demonstrate the need for a more systematic implementation and rethinking, the triad "Logos, ethos, pathos" orients researchers and practitioners mainly with regard to the implementation of a translational approach, insufficiently implementing integration, intersubjective, system-forming and developing components of cooperation between teaching and learning subjects of education.

   The aim of our study was to determine the specifics of the organization and content of pedagogical rhetoric in relation to the developing, integrating, meta-systemically oriented components of an addressable communicative and pedagogical resource.

   Pedagogical rhetoric, like education in general, faces the problem of effective development adequate to the tasks and demands of the entire education system – and at the same time preserving the classical achievements of science and the practice of verbal educational communication. The current improvement of inclusive education and the expansion of the range of provision of general and special educational needs of students in connection with the introduction and implementation of Federal State Educational Standards complicates and quantitatively multiplies the space for solving these tasks.

   The methods of our work were the theoretical study of correlating aspects of the goal-oriented achievements of modern didactic rhetoric, classical teaching traditions, available innovative resources in this field, practical research of the effectiveness of various approaches in teaching practice, satisfaction and psycho-emotional well-being of all participants in the socio-educational dialogue, modeling and testing of system-forming components and organizational foundations of developing pedagogical rhetoric.

   The authors consider the issues of implementing developmental educational rhetoric in the context of the interaction of targeted methodological tools in this area between different levels of educational employment of higher and secondary educational levels of education, based on the materials of long-term research with the participation of students, teachers, practitioners and heads of educational organizations, parent communities in the format of consulting and supervision, information and methodological support of public organizations on the basis of the Interregional Interdepartmental Internet Lounge "Belaya Rech" led by the authors, a number of cathedral and friendly sites, a consulting and correction room, creative project workshops of teachers and the public. The authors use here the practice-oriented principles and method of transposition of technological resources of educational cooperation between teachers and students developed by them in the form of an active transfer of a whole cluster of developing technologies initially to the learning process of future teachers – and then to the sphere of educational support for children and adolescents of various nosological groups. The method of transposition of general and special pedagogical rhetoric here ensures continuity and organicity, integrity of the acquired competencies of students of pedagogical orientation – and prospects for their effective implementation in preschool and school educational organizations.

   The results of the study: the variable models of the organization and provision of traditional and developing pedagogical rhetoric, related methodological aspects are summarized, the goal-setting components in this area are analyzed, a model of an effective and economical system of pedagogical rhetoric is developed and tested, diagnostic approaches are proposed to scientists and practitioners in relation to this area of teaching organization.

   Conclusion. The proposed methods for improving pedagogical rhetoric are necessary and effective, have a beneficial effect not only on the effectiveness of educational processes, but also contribute to the actualization of the hidden potential of self-development of students, are economically rational due to a more appropriate allocation of time and effort of participants, improve the indicators of psychoemotional well-being of students and teachers.

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