Dialogicality as a Concept in Scientific and Pedagogical Discourse

Abstract

The article provides a critical analysis of the concept of dialogicality in Ukrainian scientific and pedagogical discourse in order to clarify its theoretical foundations, semantic transformations, and heuristic potential in the context of contemporary educational changes. The relevance of the study is determined by the growing interest in dialogue in educational policy and practice, alongside the lack of a systematic understanding of dialogicality as a methodological principle for the development of education. The methodological framework includes conceptual analysis of the category of dialogicality, comparative examination of Ukrainian- and English-language sources, and critical analysis of works in pedagogy, philosophy of education, and social theory. The study demonstrates that in Ukrainian pedagogical literature dialogicality is predominantly interpreted as a characteristic of interpersonal interaction, a method or form of organizing learning, and a tool of partnership pedagogy. While this approach contributes to the humanization of the educational process, it simultaneously reduces dialogue to a communicative technique and does not fully reveal its ontological and sociocultural dimensions. A comparative analysis of English-language research shows that in the international academic context dialogic pedagogy is presented as a coherent methodological framework integrating epistemological, axiological, and social aspects of educational interaction, and considering dialogue as a way of constructing knowledge and fostering a democratic culture of participation. The article argues that the fragmented character of Ukrainian interpretations is related to the dominance of an instrumental approach and the insufficient integration of interdisciplinary resources. The conclusions substantiate the need to move from understanding dialogue as a teaching method toward conceptualizing dialogicality as an interdisciplinary methodology capable of integrating educational practices, value orientations, and social contexts of contemporary schooling. Such reconceptualization opens prospects for further theoretical development and for the formation of a coherent model of dialogic pedagogy within the Ukrainian academic field.