THE PRINCIPLE OF DIALECTICAL CONTRADICTION AND ITS PHILOSOPHICAL AND EDUCATIONAL VALUE

Abstract

Summary. The goal of the article. The article reveals the methodological role of the principle of dialectical contradiction as the basis of classical dialectics for modern pedagogical theory and practice. Methodology. The means of achieving the goal arises itself in its classical variant, expressed due to the necessary categorical ties. Thus, it is understood as logic and the theory of knowledge, pre-conducted to ethics, aesthetics and thus to thinking pedagogy. Scientific novelty. The article substantiates the idea that the understanding of the nature of dialectical controversy has a serious philosophical and educational significance, since they can figure a reflexive methodology of real pedagogical theory and practice in terms of searching for the driving force of the educational process. At the same time, it is worth taking into account that contradictions in their truth are the category of entity, and not being. Therefore, the educational process should be considered not in the manifestations of its actual existence, but in the measurements of the essence, that is, to analyze the way to build relationships of participants in pedagogical communication, the very form of their alikeness. The knowledge that enters the context of education should be disclosed as a process of movement and the result of solving certain contradictions in the development of science, and not as a finished results of the cognitive process. The driving force of education is the real contradictions of the development of individuals. It should distinguish internal and external contradictions, to rich their mutual transitions, as well as to adequately understand the nature of antagonism as a specific type of purely external contradictions. Conclusions. Research and manifestation of real contradictions as a driving force of training and education - the right of pedagogical science, which should raise to the level of genuine fundamental theory. Philosophical doctrine of dialectical contradiction is not applied from the outside to the existing realities of the educational process. However, it can help pedagogical opinion and pedagogical practices Step by step to solve acute contradictions that penetrate the scope of modern education, thereby bring it out of a crisis state and prove to such a form of implementation that corresponds to the deep essence of the educational process.