Education of environmental responsibility of students based on integral-dialogue technology

The article represents the authors’ approach to the formation of environmental responsibility of students based on integral dialogue technology meeting the general trend to humanization of educational process and the raising importance of environmental awareness. The article reveals the integral potential of cultural heritage, materializing the ideas of cocreation between man and nature, and national values and traditions of the peoples of the country. The authors define the theoretical and methodological basis for the development of an integraldialogue technology for educating environmental responsibility, and reveal the substantive aspect of technology that is associated with the use of historical and cultural heritage. The essence and procedural features of integral-dialogue technology, which provides for the consistent implementation of cultural-ecological situations-immersions in the historical and cultural heritage, are considered. The sequence of such situations is built taking into account the stages of formation of environmental responsibility and includes three stages: (1) focusing on the whole: meeting; (2) focusing on the part: dialogue; (3) focusing on the whole: acting responsibly 1 . These stages provide a systematic consideration of the historical and cultural heritage through the categorical matrix of the whole and the part, as well as a holistic impact on all spheres of the individual’s consciousness in the process of educating environmental responsibility.