Cognitive dialogue as a factor of enhancing the quality of education in the conditions of international cooperation in the sphere of higher education

The relevance of the article is caused due to the need to define the role of a cognitive paradigm for enhancing the quality of higher education in the conditions of international cooperation contributing to the development of the subjects’ of educational process possessing the human-forming, semantic priorities. The purpose of article is to reveal the human-forming individual reserves and mechanisms of cognitive dialogue between the teacher and the students on the basis of social-cognitive approach as the theoretical-methodological strategy determining and developing humanistic semantic formations and personality’s value transformations. The article reveals the principles of social-cognitive approach: human-conformity and harmonious proportionality, and the rules for their realization; cognitive instruments of democratization and humanization of education are described on the basis of cognitive dialogue between the teacher and the students as an informative exchange of rational and emotional information. The author defines the importance of emotional intelligence as a link between development of humanistic meanings, value understanding, understanding and regulation of the subjects’ of education cognition and emotions in cognitive dialogue affecting success of their socio-cultural interaction. The developmental stages of dialogical self-knowledge in the course of cognitive dialogue are defined in the integral unity of logical and emotional, and value coordinates based on the material of art works. The article is intended for University-teachers and researchers in the field of international cooperation in the sphere of education.