THE SIGNIFICANCE OF CLASSICAL DIALECTICS FOR PEDAGOGY

Abstract

Summary. The purpose of the work. The methodological role of classical dialectics for modern pedagogical theory and practice is revealed in the article. The classical dialectic is fundamentally different from the ideological positivist version of the “diamat”. Methodology. The means of achieving this goal is the dialectic itself in its classical version, expressed through the necessary categorical connections. Thus it is understood as the logic and theory of cognition, brought to ethics, aesthetics and thus to thinking pedagogy. Scientific novelty. The article substantiates the opinion that classical dialectics is a necessary and sufficient methodology of real pedagogical theory and practice. The significance of dialectics for pedagogy cannot be interpreted as a certain “application” in pedagogy and to pedagogy of some principles of dialectical philosophy, expressed in the form of “ready knowledge”. Dialectics should become an active ability of the teacher. Pedagogical science, to become a truly reflective theory, must reach the actual categorical level of understanding of its subject, must learn to work adequately with categories. Only under such conditions will pedagogy acquire a real, essential adequacy to its specific subject – the formation of human subjectivity and will be able to ensure the harmonious development of personality. Conclusions. If pedagogy is really concerned with the processes of constructing the actual human in the human individual, it will in no way bypass the dialectical methodology, the development of the dialectical ability of teachers. At the same time, the latter must receive basic philosophical education in their training. If pedagogy is limited to the implementation of “social order”, “socialization”, the processes of adaptation of individuals to the structures of existing society, it can continue to “play” in the new general scientific methodologies (system-structural approach, synergetics, etc.).