AMPLIFICATION OF CONCEPTS ABOUT THE LEVELS, PARTIES AND PHASES OF COMMUNICATION BASED ON THE IMPLEMENTATION OF THE METHOD OF ASCENDING FROM THE ABSTRACT TO THE CONCRETE IN PSYCHOLOGY (WITH EXAMPLES ON PEDAGOGICAL COMMUNICATION)

Annotation

The features of the main levels, sides and phases of communication are analyzed with access to some aspects of the modern pedagogical process.

The work explicates and then applies the most important, according to V.N. Druzhinin, a theoretical method of ascent from the abstract to the concrete, which is linked to the principle of determinism and brought to the idea of ​​the basic determinants of the mental (image, motive, communication and action) at different levels of human ontogenesis.

On the basis of the idea of "ascension", the characteristics of communication and other "basic" manifestations and determinations of the psyche associated with it at the level of the individual, subject of activity and personality are strictly differentiated.

Taking into account the “horizontal” connections of communication by the determinant of the image and partly the action, the characteristics of the three known aspects of communication are clarified and the presence of its fourth (expressive) side, which is realized, as it were, “in pairs” with the generally recognized perceptual one, is substantiated. The sides of communication are "attached" to its phases.

In addition, taking into account the well-known data on learning in the Zoom system, a concrete psychological analysis of the possibilities of implementing all the identified aspects of communication when a teacher works in this system is given. Appropriate recommendations are given.