The paper outlines methodological grounds of the proposed polysubject approach to instructional interaction. The relationships between polysubject interaction and other types of instructional interaction have been shown. Polysubject interaction is defined as a form of direct interaction between subjects allowing for mutual causality, which is a special degree of closeness and the most favourable condition for development and formation of a special entity called polysubject. Polysubject is considered to be an integral dynamic entity reflecting the unity of subjects being part of subject-subject relationships. The essence of the polysubject is expressed in their creative ability, ability to reflect on the system of relationships between subjects, in the formation of a shared semantic space as well as the ability to transform environment and themselves and act as a whole subject developing subject – subject relationships with other entities.
In developing education, polysubjectivity arises in teacher-students interaction as a result of the development of subjectivity of all members of the entity. Other typical interaction styles include subject – aloof, subject – object and subject – subject. The last one includes activity – evaluative and polysubject interaction sub-types. A typology of entities forming in the process of different kinds of interaction (such as an aggregate of pre-subjects, a monatomic collective subject, a corporate collective subject and a polysubject) is discussed. Criteria for defining polysubjectivity as a special form of subjectivity are ability to consider oneself and entity as a whole, awareness of the relationships between subjects and activity directed at the development of oneself and the other.