Communicative parameters of destructiveness in pedagogical discourse

Abstract

The article analyzes the communicative category of destructiveness in pedagogical discourse, with its parametrization carried out in the analyzed type of discourse. The relevance of the study is determined by the necessity to develop a method for studying pedagogical destructiveness, as well as the practicability of developing discursive and ethical norms in pedagogical communication. The study is based on the theory of discourse, the theory of destructiveness (V. I. Karasik, M. L. Makarov, I. A. Sternin, E. Fromm, etc.). Developing the theory of destructiveness by E. Fromm, the authors clarify the concept of destructiveness in relation to pedagogical discourse and correlate it with similar concepts of conflict and aggressiveness. An attempt to construct an invariant parametric model for describing pedagogical destructiveness has been made; the suggested model can become the basis for identifying manifestations of destructiveness in pedagogical discourse. The main research tool is a method of discourse parametrization, which is based on I. A. Sternin’s aspect-parametric model. The authors developed a hypothetical model to describe the destructive communicative behavior of a teacher. After verification on the selected empirical material, this model was subjected to adjustment, which, as a result, made it possible to propose an invariant matrix in which the relevant communicative parameters are combined into three main interrelated factors. It is concluded that the use of this model seems appropriate for a comparative analysis of different variations of pedagogical communicative interaction, in particular in the dyads "teacher-student", "teacher-parent", and "teacher-teacher".