Home – Home – Jornals – "Philosophy of Education" 2021 number 4

Introduction. The development of an understanding of pedagogical faith within the framework of the philosophy of education is associated with the loss of the fundamental foundations of pedagogical activity. One of the solutions to this problem may be the formation of pedagogical faith among future social educators. Methodology. The research was based on the integration of philosophical and pedagogical views and the study of the phenomenon of pedagogical faith in relation to educational activities. The concept of “faith” in the history of the development of philosophical thought is revealed, which made it possible to penetrate into the essence of understanding the specifics of pedagogical faith. Discussion. The appeal to the problem of faith in the works of Heraclitus, Plato, Aristotle and other ancient Greek philosophers gives an a priori explanation of this phenomenon. The works of N. Berdyaev, M. Buber, F. Bacon, T. Hobbes, G. V. F. Hegel, I. Kant, S. Kierkegaard, B. Russell, D. Hume and K. Jaspers in the aspect of developing the essential characteristics of the phenomenon of faith have a subjectivist character, conditioned to a greater extent by Christian morality. In the works of the classical researchers of pedagogy (Sh. A. Amonashvili, J. Dewey, S. T. Shatsky) and modern domestic teachers (V. L. Benin, M. I. Makarova, S. Soloveitchik, V. D. Shadrikov), the phenomenon of pedagogical faith is recognized as part of the general pedagogical culture. Conclusion. Pedagogical faith is included in the general pedagogical culture and finds expression in love for children on the basis of an ideal model of the human image. The mechanisms of realization of pedagogical faith are trust in the child and pedagogical humility. The need for its understanding and recognition contributes to the growth of pedagogical creativity and spiritual perfection of the teacher and student. The prospect of further research may be the formation of the generic category of “pedagogical culture” and the category of “pedagogical faith”.