Psychological Attributes of Facilitative Interaction in Multicultural World

Abstract

The purpose of our research is to show psychological attributes of facilita¬tive interaction.
Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, and generalization.
The results of the research. Facilitation is a subject to special principles: it is designed for an idealized model of activity performance, in which all attributes are idealized or are close to it. Facilitative interaction, without a doubt, is a sub¬ject to knowledge about the essence, the content, structure of learning, its laws and patterns. It is explicated in the form of norms of the person’s activity, regula-tions for practical activity, which it is as guidelines for constructing practical ac¬tivity at the lessons. The attributes of the concept of “facilitative interaction” are: “the basis for participation in cognitive activity”, “a person’s internal belief in the need for providing facilitative interaction”, “norms of the behavior and the activity in the process of facilitative interaction”, “results of facilitative interaction”.
Conclusions. It is quite difficult to talk about the norms of behavior and ac¬tivity in facilitative interaction. A norm is a certain guiding argument, rule, model that the subjects of facilitative interaction accept as personally significant. In the conditions of facilitative interaction in the process of cognitive activity the be¬havior of the subjects of learning will depend on the nature of the relationships with the group, the collective subject of which the student is a member. The suc¬cess of facilitative interaction largely depends on whether the student approves or disapproves of collective goals and motives, emotionally “charging up”, em¬pathizing, subordinating (or do not subordinating) his/her individual behavior to group norms (rules), role-specific features of interaction, etc. Value-based and axiological aspects (needs and motives) of the individual acquire the character of an act, a personally significant act, when the norms of the behavior and the activity are discussed in advance and accepted by the students before the begin¬ning of their participation in cognitive activity.