Dashchinsky V.V. The Unquestioning Silence of Students as a Communicative Failure: The Causes of the Phenomenon and Ways to Overcome It
DOI: https://doi.org/10.15688/lp.jvolsu.2024.2.7
Vladislav V. Dashchinsky
Assistant, Department of Russian Language and Teaching Methods, Volgograd State Socio-Pedagogical University
Prosp. Lenina, 27, 400005 Volgograd, Russian Federation
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https://orcid.org/0009-0000-8738-0218
Abstract. The article considers one of the types of communicative failure often found in pedagogical practice – the absence of questions from students in situations, implying, demanding, or disposing of them. The author, relying on pragmalinguistics and the theory of dialogue, proposed a definition of this kind of communicative failure, called unquestioning silence, as the non-meeting of the consciousnesses of participants in educational communication (student-student, student-teacher) in the event of questioning. 6 reasons for such a non-meeting are highlighted: 1) a state of epistemological concern; 2) a tendency to epistemic egoism in its extreme version; 3) fear or unwillingness to take risks; 4) recognition of the practice of questioning as hierarchical; 5) disinterest in Another, as in homo cogitans; 6) poor development of the technique and culture of questioning. The suspicion of academic disciplines in inefficiency is particularly considered in the context of the paradigm "life as a continuous business project." A behavior model focused on this paradigm assumes, in particular, the assessment of an activity as profitable and profitable for personal and professional development (now or potentially, but preferably in the shortest possible time). Questioning as a tool of cognition, self-knowledge, and reflection is a natural and necessary form of activity for mastering the content of the discipline. The initial prejudice or the conviction formed during training that a certain discipline is ineffective for personal and professional development leads to the recognition of many types of educational interaction as ineffective, including asking, which usually requires significant cognitive efforts, interest, and attention from the student, which from the point of view of using resources in such an economic-oriented attitude (moreover, negative or indifferent) to the subject seems irrational. A possible programminimum of actions is indicated to develop the ability to ask questions. Its invariant part boils down to such operations as developing an interest in Another as a cognizing subject, searching for or choosing a questioning partner, studying typologies of questions, mastering them and practicing them frequently, examining the heuristic potential of questions, and establishing a dictionary of successful, skillful, deep questions. It is emphasized that the culture of questioning should be improved by both sides of the educational process: students and the teacher.
Key words: art and technique of asking questions, communicative failure, unquestioning silence, epistemic egoism, epistemological concern, mayeutics.
Citation. Dashchinsky V.V. The Unquestioning Silence of Students as a Communicative Failure: The Causes of the Phenomenon and Ways to Overcome It. Logos et Praxis, 2024, vol. 23, no. 2, pp. 59-68. (in Russian). DOI: https://doi.org/10.15688/lp.jvolsu.2024.2.7
The Unquestioning Silence of Students as a Communicative Failure: The Causes of the Phenomenon and Ways to Overcome It by Dashchinsky V.V. is licensed under Creative Commons Attribution 4.0 International 
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