Pedagogical Idea as Cognitive Imperative of Education

摘要

This article is devoted to such specific scientific phenomenon as a pedagogical idea, which serves as a cognitive imperative of pedagogical knowledge. The pedagogical idea is based on three maxims: the child becomes a person gradually; the process of becoming a person is accessible to management from outside, from educators; such management is not only possible, but also necessary. The pedagogical idea has two forms of its embodiment (theoretical, reflecting thought of society, and practical - live contact of mentors and children), which are interpenetrating and complementary to each other, act as a meaning-defining core of pedagogical search. In the course of its historical development, the pedagogical idea is realized as the logo of this process, performing explanatory, predictive and heuristic functions. Since society is fundamentally changeable, periodically there are needs to revise the old methods of education and the creation of new ones. Therefore, it requires a special selection principle for any specific techniques that would justify their application in the changed social conditions-cognitive imperative, which (for all transformations) in a generalized form expresses the criterion of ideal knowledge. This imperative for education is a pedagogical idea that is constantly deployed in antinomic phenomenon requirements for upbringing, which give rise to an endless series of an all-new antinomic phenomenon of pronounced problems of education.