PHILOSOPHICAL-METHODOLOGICAL BASES OF THE PRACTICES OF PEDAGOGY AND ANTHROPOLOGY OF SELF-DETERMINATION
A. A. Popov, I. D. Proskurovskaya
Keywords: human potential, possibility, anthropo-practice, self-determination, liberal anthropology, anthropo-practices of institutiolization and actualization, idealization and transformation of a social-cultural object, educational task, practical thinking
Pages: 199-207
Abstract
The article is devoted to the origins of the theory of education, based on the philosophical-anthropological project of L. S. Vygotsky, his theory of search in particular. In the article, there is introduced a key notion of educational task as the leading notion of anthropology and pedagogy of self-determination. An educational task initiates an open activity of a subject. The authors propose an idea of practical thinking as a thinking which provides realization of this or that cultural-historical practice.
The authors of the article pay attention to the fact that the theory of act as a theory of self-determination is an important direction in the Russian philosophical tradition. The idea of self-determination is described in the article as the leading concept of the modern pedagogical culture. The article contains the notion of human potential as the object of self-determination pedagogy. Thanks to this, there are described the ideas of modern educational practices such as the practices of institutiolization, actualization, and self-determination.
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