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This article deals with the philosophical foundations of communication education. At the beginning, the author points out that communication skills are an important issue. For a long time, researchers have been wondering about the good qualities of public speaking, as well as what qualities a speaker should have in order to convey knowledge, and the importance of communication skills in social life and individual development. Then the author shows what communication education is understood as, on the one hand, the ability to transfer knowledge, and on the other hand, teaching to communicate clearly and purposefully. In the next step, the author indicates the differences between the rhetorical approach and the relational approach to communication, and then points to the rules of discourse and emphasizes the importance of a realistic philosophy focused on presenting the truth in accordance with the good of the recipient. Finally, she indicates the consequences of the approach to communication detached from the real and intersubjective reality and shows what responsibility therefore lies on the part of the teacher, as the one who is supposed to bring students closer to the truth.

С позиции коммуникативно-компетентностного подхода рассмотрена проблема повышения качества иноязычного образования в высшей школе, что требует более эффективных лингводидактических инструментов. Такая проблема может быть эффективно решена, если учебные программы по дисциплине «Иностранный язык» будут содержать компонент, направленный на формирование высокого уровня дискурсивной иноязычной компетенции. Такой инновационный компонент, не нарушая учебный процесс, может быть естественным образом интегрирован в комплекс задач по формированию коммуникативной иноязычной компетенции обучающихся на неязыковых направлениях.

In the field of education, the production of speech affects the determination of the conditions of a communication system and the conditions of the statutory order. The study analyzes the factors and conditions of performance of communication in the field of education. The methodology is interdisciplinary, at the border between psychology, pragmatism and discourse analysis. The intention of the research is to define the rules which the success of an educational discursive operation depends on. [ABSTRACT FROM AUTHOR]

The article aims to present part of a research study investigating development of social communication patterns among children in a multi-dialogical kindergarten. The article focuses on the manner of discourse in meetings with the kindergarten children. The research drew data from participatory observation of discourse in meetings among children. In practice, the aim is to teach the children the rules of discourse: timing -- when to enter into the discourse and say their words, speaking without interrupting the speech of others, respectfully considering the words of their discourse partners, even if they contradict their own opinions, giving feedback with reasoning and without aggression and without any attempt to enforce their opinions on others (Blum-Kulka, 2008; Cohen, 2008). This forms the foundation for the dialogical approach, allowing the child to practice skills for dialog through dialogical discourse. [ABSTRACT FROM AUTHOR]

A previous article demonstrated a consensus about denying permission for the cosmetic genetic manipulation of human embryos (Rettig, 2008). The present article raises this very complex issue again but from a more in-depth perspective, both theoretical and discursive. Participants discussed the issue from more diverse views, and did not come to a definitive consensus, thereby raising the question of the social reality or "truth" about the morality of the issue. [ABSTRACT FROM AUTHOR]