The education of a dialogic person capable of humane and creative interaction with other people, the surrounding world, culture, and her/himself is one of the most important goals of modern education. This paper presents a conceptual study in which the essence of dialogic interaction is analyzed and in accordance with it the main tasks of dialogic education in high school and university are clarified. Particular attention is paid to metaphoric dialogue, because of its role in the educational process and because of its importance for the contemporary culture.
The study is based on the concepts of the classics of the dialogue theory of the 20th century (M. Buber, M. Bakhtin, G. Gadamer, and others) as well as on some works of contemporary researchers into dialogic pedagogy. We have analyzed dialogic interaction in terms of the struc¬ture of abilities that its participants need to have. We have identified the three main prerequisites of the dialog, closely connected with one another (which define three main tasks of dialogical education). These are: (1) a dialogic relation between participants of the dialogue with one another and with the dialog proper (the emotional and ethical basis of the dialogue); (2) antinomic thinking (its intellectual basis); (3) a procedurally open perception of the world (a prerequisite of the creative development of one's own meanings).