Genetic analysis of pedagogical interaction in a Japanese school

The article presents an analysis of the main social, historical and philosophical factors that influenced the formation of the foundations of pedagogical interaction in Japanese schools. The relevance of the study is due to the need to study pedagogical interaction in the modern world, when the education of professionally and socially competent workers capable of creativity in a rapidly changing reality is one of the main tasks of education. The influence of the pre-literate period of the history of this country on the formation of the characteristics of pedagogical interaction and methods of transferring knowledge when teaching students was examined. The role of Zen Buddhism and Confucianism in shaping the image of the teacher as a key figure and their influence on the choice of methods of his interaction with students was also considered, while emphasizing the teaching of morals and etiquette in medieval schools. The analysis shows that an important stage in the formation of traditions of communication between people on the Japanese archipelago (in the field of education as well) is the non-written period, when the only forms of communication were oral and non-verbal. The considered factors served as a prerequisite for the choice of teaching methods through direct perception of information and the personal approach of the teacher, both in medieval schools and as part of teaching traditional arts.