Ivashkevych Eduard Івашкевич Едуард Зенонович, Hupavtseva Nataliia Хупавцева Наталія Олександрівна


The article states that facilitation is a phenomenon of interpersonal interaction and communication, which greatly enhances the productivity of teaching or education of the subjects of the educational process because of their harmonious, democratic style of communication and tolerant, empathic qualities of the teacher’s personality. Facilitative communication generates the most positive motives, and such learning motives; it creates positive preconditions not only for a student in such a case he/she has to take a certain conscious position (“And I can do it” or “And I will do it”), but also for a harmonious cognitive activities with the aim to acquire new knowledge, skills, in which there is a pupil’s desire to learn. Facilitators should seem to “provoke” autonomy and create preconditions for the responsible freedom of schoolchildren. These movements would be taken into account when drawing up curricula for teachers, and when formulating learning goals and evaluating learning outcomes, all of which will create the most favorable preconditions for independent and meaningful learning for pupils, enhancing their cognitive sphere of the person, stimulating learning curiosity, which, above all, will actualize the manifestations of solidarity and cooperation, interaction and mutual assistance at the process of educational activity, contributing to the development of the active personal position and self realization of teachers. All this, in turn, facilitates a high level of cognitive functioning of the entire educational paradigm.

         The components of facilitation were identified. The first component of facilitation is authenticity, “naturalness”, sincerity of the person. Another component of facilitation is congruence. Congruence is understood as authenticity, openness, honesty; we consider this quality as necessary and sufficient condition for effective interpersonal contact and mutual relations (also with empathy and unconditional positive acceptance). It was noted that another important component of facilitative interaction is the acceptance of his/her own personality and the personality of another person, to take care of another person, and, even in the case of acknowledging the shortcomings of another one, to show positive acceptance of that person. When the teacher feels positive, not superficial attitude towards a pupil, despite even some of the negative points that may occur in the educational process, a positive facilitative interaction in this case can take a place.

      It was proved, that: 1) the explication of social intelligence is possible only in the paradigm of the subject-subject activity, including – facultative one; 2) the amplification of the abilities of social intelligence occurs in the process of interpersonal interaction; 3) taking into account the multidimensional nature of the abilities of social intelligence, it is evident that social intelligence contains a certain complex of capabilities that are clearly coherent with each other, which are rather stable for this or that teacher; 4) the development of this group of abilities is due to the process of socialization of the person, the influence of both internal resources and characterological characteristics of the person, gender differences and the impact of the environment on a facilitative pedagogical interaction.

 Key words: facilitation, interpersonal interaction, authenticity, “naturalness”, sincerity, congruence, social intelligence, capabilities of social intelligence.

Accepted: 10.03.2020

Reviewed: 28.03.2020

Published: 03.04.2020



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