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MODERN APPROACHES TO THE STATE AND DEVELOPMENT OF HISTORICAL HERMENEUTICS: PEDAGOGICAL ASPECT

The article is devoted to the definition of the features of historical hermeneutics, the development of the concept of "understanding" within the pedagogical hermeneutic method; the inseparable connection of the theory of understanding and hermeneutics is shown; the path of the formation of hermeneutics as a direction of history has been followed and the vision of understanding by different researchers is considered. The question of the expediency of expanding the traditional means and methods of historical science at the expense of hermeneutics was violated. Such hermeneutical arsenal was used as attention to the historical text, the disclosure of its meaning (explicit and implicit), the use of practical hermeneutic knowledge in the process of studying the evolution of historical hermeneutics, pedagogical conditions and technologies that provide this understanding are considered. The role of pedagogical culture of teachers as the main factor of understanding is given. The relationship between education, personality and socio-cultural environment and its influence on the processes of understanding are considered. The survey makes it possible to conclude that the process of understanding is a complex methodological problem that is studied from different sides by hermeneutics, pedagogy, semiotics, history, psychology, sociology, and a number of other sciences. At the same time, the task is not to contrast all of these methods and approaches, but to reasonably combine and supplement them in order to obtain as the most accurate, complete and comprehensive understanding of the various aspects of the problem of understanding. The profound transformations that have taken place in modern society have put science and history in particular, in the face of the obvious fact of rethinking a large number of issues raised by the current needs of a new state of socio-economic and socio-cultural relations.