The article deals with the problem of reorientation of professional education on the qualification of the quality of professional training of students for the formation and evaluation of their competence development. Modern pedagogical science has gained a huge theoretical and practical experience in the analysis and implementation of the principles of the formation of all types of competencies and has identified significant issues regarding the resolution of existing contradictions in this process. The use of a set of analytical methods and a phenomenological approach made it possible to identify contradictions in the development of a competent approach and the reflection of theoretical and methodological and conceptual provisions for the improvement of this process: the explication of dialogue as a construct of self-development of the individual and as a factor of the balance of cultural and educational space unfolding in the process of understanding and interpretation; consideration of competence development crisis is the prism of the analysis of elements of action of the subject of activity, in each of which the dialogue appears as a mechanism for "promotion" of action, as an informed stage of activity; the introduction of polydiscursive dialogue, transversality, philosophical transdisciplinarity and philosophical Socratic method into education, which begins with antiquity .The paper also proves that due to the philosophical discourse that overcomes the modalities of scientific, religious and other discourses, polyphony, pluralism, and various epistemological, methodological, value-semantic inferences are principally possible in the dialogue. It is stressed that the role of a dialogue in the competent growth of future specialists is a factor that increases and fills this process with the value-semantic principles and philosophical discourse that implies pluralism, the plurality of different approaches to understanding problems and contradictions, the construction of a common semantic space of subjects of learning in relation to the pursuit of human harmony with nature and with society, progress, understanding of the value of all living things, the ideology of non-violence, self-restraint instead of consumption, categorical philosophical language, etc. The peculiarities of educational discourse are revealed, which are largely only in the transformation and translation of scientific knowledge for the younger generation, in the formation of interest in its inclusion in intellectual and social activity, in orientation not only on the completeness of translational knowledge, but also on its accessibility to the addressees, in an artificial increase general practical fields in which targeted socialization and enculturation of individuals are carried out, in the explication of the principle of personal development, based on the postulate of incompleteness the "man", in the universalization of scientific knowledge, in the use of hermeneutics as a reading of various language practices, etc. The perspectives of scientific research include the justification of the principles and foundations of methodological, theoretical, methodical and didactic support for the dialogue of the process of competent development of all subjects of cultural and educational space.