THE RELATIONSHIP BETWEEN THE PRINCIPLES AND LAWS OF DIALECTICS: PHILOSOPHICAL AND EDUCATIONAL CONTEXT

Abstract

Summary. The article reveals the methodological role of the interrelation of the principles and laws of dialectics for modern pedagogical theory and practice, while theoretical dialectics is fundamentally different from the ideologized positivist version of «diamat». Methodology. The means of achieving this goal is dialectic itself in its classical version, expressed through the necessary categorical relations. Thus, it is understood as a logic and theory of knowledge, brought to ethics, aesthetics, and thus to thinking pedagogy. Scientific novelty. The article substantiates the idea that it is through an adequate understanding of the relationship between principles and laws that classical dialectics can become a necessary and sufficient methodology for real pedagogical theory and practice. At the same time, the author emphasizes the need to distinguish between the spheres of existence, essence, and concept. The significance of dialectics for pedagogy cannot be interpreted as a certain «application» in the pedagogy of some principles and laws of dialectical philosophy expressed in the form of “object knowledge”. Dialectic should become an active ability of the teacher.To become a truly reflective theory, pedagogical science must reach the actual categorical level of comprehension of its subject and must learn to work adequately with categories. This ensures adequate implementation of the principle of the identity of thinking and being.Only under such conditions will pedagogy acquire real, essential adequacy to its specific subject - the formation of human subjectivity- and become capable of ensuring the harmonious development of the individual. Conclusions. If pedagogy is concerned with the processes of building the human in the human individual, it should in no way bypass dialectical methodology, understanding the internal connection between the principles and laws of dialectics.Neglecting this relationship puts obstacles in the way of realizing the principles and laws of dialectics in pedagogy. At the same time, teachers must master the theory of dialectics in a meaningful way. If pedagogy is limited to fulfilling the «social order», «socialization», and the processes of adaptation of individuals to social structures, it can continue to «play» with newfangled general scientific methodologies. Education is able to realize the role of self-knowledge only to the extent of mastering dialectical-logical methodology.