LANGUAGE EDUCATION IN POSTMODERNITY AS AN AXIOLOGICAL SPACE OF INTERCULTURAL DIALOGUE IN EUROPE

Abstract

The article provides a philosophical and educational understanding of language education as an axiological space in which postmodern intercultural dialogue is built and a “secondary” linguistic personality is formed, capable of responsible interaction in a globalized multilingual environment. The purpose of the work is to comprehensively substantiate the ethical and value principles of foreign language teaching through the prism of postmodern philosophy, which considers language not only as a tool of communication, but also as a discursive practice of producing power relations and self-construction of the subject. The methodological basis is the hermeneutic-phenomenological analysis of the educational documents of the Council of Europe, the axiological approach to the separation of terminal and instrumental values, and a comparative comparison of national and European strategies of multilingualism. The results of the study prove that successful intercultural dialogue is possible only if the teacher objectively interprets the cultural achievements, life paradigms and value systems of different communities, which requires the development of receptivity, autonomy and innovation in students as key attributes of the “secondary” identity. It was found that language education, integrated into the goals of the Council of Europe to establish democratic citizenship and tolerance, performs a dual function: it ensures the mastery of linguistic codes and at the same time forms an ethical and value consciousness capable of critical reflection and creative redefinition of cultural matrices. It is shown that the concept of multilingualism, enshrined in the “Communiqué on Multilingualism: an Advantage for Europe and a Shared Commitment”, serves as a framework for rethinking the content of language programs, which should integrate cultural, civic and axiological components.