Dynamics of values in English educative discourse via diachronic approach

The article considers the values of English educative discourse as constituents of the model that is associated with the function of socializing an individual. The author points out the types of values and specifies some trends in changes viewed in the light of historical and chronological periodization. The object of the paper is the values of English educative discourse in the 18th and 20th centuries. The subject of the research is national and cultural characteristics of adult verbal behavior in education-related communication, their changes in the value paradigm of English educative discourse in the diachronic aspect. The study employed descriptive, contextual and interpretive methods, as well as a historical discoursology method. An analysis of the linguistic material led to a conclusion about the dynamics of the value system of educative discourse in the Anglo-Saxon communicative culture that is characteristic of Great Britain and the United States. The highlighted values are divided into three groups based on the attitude towards the recipients of the educative communication: common values, i.e. the norms and rules of interpersonal communication that are approved in the Anglo-Saxon culture; subject values reflecting the active position of the child in the process of building a personality acceptable in an individual's culture; and object values that are important for a child as being an integral part of his / her society with appropriate discipline and reasonable conformity. Dynamics of changes in the value paradigm of English educative communication are expressed in the verbalized expression of the educator, to whom the society entrusts the socialization of the child in different historical periods. Comparison of the data from corpus of the 18th and 20th centuries and analysis of the questionnaire texts based on the answers of those Americans and British who consider themselves representatives of contemporary Anglo- Saxon society led to a conclusion about the change in the importance of an educatee's participation in socialization and the vector shift from passive to active in educative communication.