Seminar as a Space of Reflection: Cultural Dialogue in Humanities Education

Abstract

The article explores the potential of the seminar as a unique space in humanities education. The theoretical foundations of reflection and dialogue in pedagogy are considered, methods and practices that ensure their effective implementation in seminars are analysed. The problem of the study is the insufficient use of seminars for the purposeful development of students' reflective abilities and the establishment of a cultural dialogue. The purpose of the study is to reveal the role of the seminar as a space for reflection and cultural dialogue in humanities education, to identify the key factors of its effectiveness and to develop practical recommendations for transforming it into an interactive environment. Methods. The article presents the results of an empirical study conducted to analyse the impact of seminars on the development of reflective and interpretive skills of students of humanities and technical specialities. The content analysis of students' written works was used, which provided an objective assessment of the level of development of their reflective and analytical skills, ability to interdisciplinary generalisation and deep cultural interpretation.  Results. The study has demonstrated the positive impact of seminars on the development of students' personal involvement, emotional intelligence, critical thinking and intercultural competence. The results confirm the effectiveness of using the seminar as a tool for cultural self-reflection and active involvement of students in understanding culture. Conclusions. The article emphasises the importance of creating an atmosphere of trust and support at seminars, using various methods of enhancing reflection and dialogue, providing constructive feedback and encouraging students' independent work. The scientific novelty of the study is to substantiate the potential of the seminar class as a special space for developing reflective skills and initiating cultural dialogue in the context of humanities education, as well as to develop practical recommendations for its effective organisation.