INTERSUBJECTIVE BASIS THAT PROVIDES SUBJECT-TO-SUBJECT INTERACTION IN ORGANIZING PRE-SERVICE PHARMACISTS` INDEPENDENT STUDIES

Abstract

The article considers some aspects of the organization of the pre-service activities of pharmacists’ independent studies. The author focuses their attention to the implementation of the subject-to-subject interaction during the pre-service pharmacists’ studies, in particular, on its intersubjective essence.
The article analyzes the concept of intersubjectivity and the importance of the conditions of its implementation. In the pedagogical interaction, establishing contact between subjects of the educational process is becoming highly important: it’s not only about the understanding of information, but also about showing empathy and adjusting to another person that matters.
One of the conditions is to reach a consensus by overcoming the disunity between individuals during communication thanks to introspection and self-analysis. A person’s own experience is used as an analogy for a hypothetical understanding of another person’s experience.
In that case, there is trust and the desire to cooperate and to accept another person’s experience. Intersubjective interaction is both a condition and a result of creating an intersubjective field in which mutual understanding, influence, and joint activities of the participants of the educational process take place.
The author states that the intersubjective approach is used in digital means of communication, management, and education under the influence of the ideas of self-management and self-development of cybernetic systems.
The dialogue and "swarm intelligence" are used as a model for decentralized learning and decision-making. The intersubjective knowledge and skills and multifunctioning shape one’s own experience and the transformation of the participants of the interaction under the influence of each other, as well as contribute to their development. One of the effective methods that is based on the subject-to-subject interaction and are used in the professional training of future pharmacists, is the so-called "Flipped Classroom" that encourages students to take an active part in the educational process and promotes their self-education.
The method of the "Flipped Classroom" includes certain pedagogical aspects of psychology, according to which there are higher and lower cognitive processes. The students should be able to achieve lower levels of the hierarchy of educational goals (e.g., memorizing and understanding new information) independently at their own pace and then work with a teacher to achieve higher levels of learning goals (e.g., application, analysis, and evaluation).
The article presents an example of the "Flipped Classroom" in the pre-service pharmacists’ studies with an emphasis on the subject-to-subject interaction, which is built on an intersubjective basis.