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Frolov O.V. THE SEMANTIC INTENTIONS OF THE MODERN PROFESSIONAL PEDAGOGICAL CULTURE
Entity perspective of pedagogical activity is determined by dominant cultural paradigm. The current status and content of pedagogical activity due to lower public and professional interest in humanitarian culture, humanitarian values and ethical behaviour. Pedagogical activity in its valuable context is based on the value rationality of relations, ways and technologies of interaction. It is less a phenomenon of pedagogical creativity, pedagogical art teaching skills, which laid down the idea of culture. Correlation of modern pedagogical activities with the concept of “culture” reflects its paradigm shift away from a humanistic to a push. The most important characteristic of pedagogical activity is a coercive culture of inequality of the actors of the educational process. In contemporary pedagogy perspective culture coercion becomes a humanitarian problem, because creativity inherent in the child, is limited to established teacher requirements, prohibitions and threats of sanctions. Mental and cultural identification of actors of the educational process requires dialog relations, otherwise the pedagogical activity deprives the educational process content integrity and effectiveness. Culture of coercion should be that teacher cross the critical limit when disturbed stability of creative interaction with the students.Key words: pedagogical activity, culture, culture of violence, the values of humanism, pedagogical consciousness crisis.

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