«Teacher-student» relationship: nonlinearity of interaction of individuals

Abstract

The idea of considering the nonlinearity of interactions between personalities in «teacher-student» relationship is determined the transition of science from classical to non-classical and post-classical stages of its development. Paradigmatic shifts that require semantic explication of the «teacher-student» relationship in a certain discourse are associated with a synergetic research program and the formation of complex and nonlinear styles of scientific thinking. Since there are a number of approaches to the philosophical and methodological study of the «teacher-student» relationship, we can talk about a number of complications, because each of the components of this relationship shows the diversity of their interactions and so on. That is why there is no single understanding of the problem of the «teacher-student» relationship, which could be applied to different contexts. Based on a nonlinear approach to understanding the teacher-student relationship, the nonlinearity of each of the components of this relationship and their interaction with each other is revealed. Clarification of the problematic spectrum of the term «personality» in the article was based on the study of classical and modern research. The methodological perspective through which the study took place gave a holistic view of the understanding of the nonlinearity of the features of personality in both components of this relationship. It was found that a person can be interpreted as nonlinear only in his interaction with others, that is why any person involved in the educational process will acquire nonlinear characteristics. The importance of understanding the nonlinearity of personality characteristics in modern post-classical discourse is clarified and the methodological potential of the nonlinear approach to understanding personality is investigated. Based on the synergetic approach it is revealed the understanding of nonlinear characteristics of personalities as active subjects of the «teacher-student» relationship, who are capable to self-organization, self-development, self-regulation, self-analysis and self-realization, and are carriers of nonlinear thinking.