The structure of the retorical competence of psychologists

Keywords: rhetorical competence, rhetorical activity, structure of rhetorical competence, components of rhetorical competence.

Abstract

In the article on the basis of scientific and pedagogical research different approaches to the definition of the structure of rhetorical activity are analyzed and the main components of the rhetorical competence of future psychologists are determined: motivational-value, informational-cognitive, functional-activity, professionally-adaptive.

The motivational and value component of rhetorical activity for future psychologists is a major factor in the formation of a professional person and a highly skilled specialist, provides for the vision of the most important goals and objectives of the future activities of the psychologist and understanding the significance of rhetoric and is realized through a combination into a single whole of motivational, value, spiritual and ethical components.

The information-cognitive component combines the thinking, knowledge and information components that contribute to the development of effective, creative and critical thinking, covering language-linguistic (norms of literary language and aspects of the culture of speech) and rhetorical knowledge (integrated information that combines the history of the emergence and development of rhetoric as a science, the theory of rhetorical activity, the laws of rhetoric).

The functional-activity component covers speech, connective-operational, creative, expressive-emotional (non-verbal) components that provide for understanding and choice of means of interpersonal communication, readiness for practical activity (communication) of a psychologist in a society, creation of a creative rhetorical person who understands the language not only gestures, but also feelings.

The professionally-adaptive component is aimed at forming a communicative person with an understanding of his inner state and activity, the possibility of easy communication, understanding the reason and the ability to predict the behavior of the client, group of people or audience in the future and combine psychological and linguistic aspects, therefore covers the communicative, perceptually-reactive, reflexive, neuro-linguistic, and psycho-linguistic components.

It is noted that these components reflect the multidimensionality of rhetorical activity of psychologists and combine all the directions of rhetorical professional training in higher education institutions.

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Published
2019-09-25
How to Cite
Konivitska, T. (2019). The structure of the retorical competence of psychologists. Problems of Education, (93), 156-168. Retrieved from https://imzo-journal.org.ua/index.php/journal/article/view/12
Section
VOCATIONAL EDUCATION: THEORY AND METHODOLOGY