Trust and Education in the Parameters of Changing World
DOI:
https://doi.org/10.32405/2413-4139-2021-2(27)-118-124Keywords:
trust, culture of distrust, social reflexivity, education, teacher, changing worldAbstract
The article examines the phenomenon of trust as the basis of socio-economic relations in a changing and
complex world. The role of trust in the educational space, its involvement in the constitution of the semantic
dimensions of teaching and education is revealed. The article outlines preconditions for building a trusting
relationship between a child and an adult as a defining marker of a teacher's professionalism. The author
analyses the essence of the phenomenon of trust in the educational process in its relation to the demand of
modernity in reflective, critical and creative thinking, based on a culture of distrust.
The study of the problem of trust in the educational space generates the need to refer to its communicative
parameters. Reflective rather than blind trust presupposes mutual understanding, which arises in the process
of communication. It’s not just the fullness of the individual that is manifested in communication, it represents
the transforming power of the community. On this basis, training and education can be understood as specific
forms of communication.
The formation of impersonal trust in a changing world does not exclude the presence of the individual, but
on the contrary, increases its importance and responsibility. The contradiction between trust and distrust can
only be resolved through personal effort and critical reflection. Long-term social relationships are impossible
without trust, which in turn requires a reflexive analysis of sustainable ways of interpersonal interaction and
the constitution of common meaning. It should be noted that the presence of meaning by definition is asserted
as a personal act, because without personality there can be no meaning.
A prerequisite for reproducing the meaning of education is the ability to overcome the inertia of habitual
patterns of reasoning, practice and cognition and return to the beginning of thinking and acting, to such
a creative way of human existence as an open opportunity. In this case, the productivity and duration of
intersubjective interaction and communication on the reproduction and renewal of the universal meanings
of culture is manifested in teaching and education, provided that each participant in the educational process.
Trust in this case loses its dogmatic imperative and is complemented by the work of critical distrust. In this
context, the educational community appears as a problem and a task, as a subject of attention, willpower,
reflection and, finally, creative activity.
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