The relevance of the problem of the development of humanitarian thinking considered in the article is related to the need to confront technocratic civilization, to prevent the technocratization of the consciousness of modern schoolchildren. The purpose of the study is to theoretically substantiate and implement the psychological and pedagogical condition for the development of humanitarian thinking of schoolchildren — «involving students within a humanitarian dialogue». The article describes the mechanism of the development of humanitarian thinking of schoolchildren under the influence of this psychological and pedagogical condition, the experience of implementing this condition. The characteristic of the criterion-evaluation base of the study is given that allows determining the level of the development of humanitarian thinking of schoolchildren according to the criterion of «dialogical character of thinking». Based on the analysis of the results of oral and written responses of schoolchildren, determining the reliability of coincidences and differences of the experimental data obtained for the control and experimental groups, we state that the development of humanitarian thinking of schoolchildren of the experimental group according to the criterion of «dialogical nature of thinking» occurred precisely due to the implementation of the psychological and pedagogical condition «involving students in the learning process of humanitarian dialogue».

Keywords: the humanitarian approach in education, humanitarian thinking, psychological and pedagogical condition, humanitarian dialogue, individual thesaurus