Silence as a Cultural Phenomenon: On the Methodology and Didactics of Silence (Ontological and Pedagogical Aspects)

Theoretical Underpinnings: The relevance of silence is related to its potential in the field of education as a space of trust and meaning; knowledge and communication, and a form of collective and individual experience. The problem of silence is described using his philosophical principles and pedagogical functions. Existential philosophy reveals the phenomenon of silence as a measure of the truth of existence and the harmony between individuals. In pedagogy, silence serves as a method of self-discovery, communication, obedience, and (self-)discipline. Purpose: This study aims to examine the existential and humanistic foundations of silence as a phenomenon and method. Materials: The existential-humanistic approach. Methods: Analysis, description, comparison, generalization, interpretation of results. Results: The method of silence is based on nonviolent influence through teamwork, which corresponds to the humanistic principle of respect for individuality. Silence does not suppress, but creates conditions for independent reflection. Silence as a method was used in the context of collective education, where each person's responsibility to the group becomes an incentive for their personal growth. Collectivism in pedagogy reflects the existential idea of the interdependence of freedom and discipline, as well as the humanistic idea of demandingness. Conclusions: the multifaceted nature of silence is revealed, the specifics of its pedagogical method are determined, and the forms of using silence in the educational process are described. The method of silence synthesizes the existential ideas of freedom, responsibility, and meaning with the humanistic principle of trust in the individual.