Practical direction toward education model in critical rasionalist philosophy
A. K. Erokhin1,2
1University of the Prosecutor’s Office of the Russian Federation, Vladivostok, Russia
2Far Eastern Law Institute, Vladivostok, Russia
Keywords: philosophy of education, Karl Popper’s theory of falsification, objective paradigm of education, subjectively oriented paradigm, traditional teaching, practice-oriented learning, critical thinking, practical pedagogy, social engineering, cybernetic didactics
Abstract
Introduction. Practice-oriented learning is actively being introduced into modern education at any level. Its philosophical foundations were laid by critical rationalism, which had a huge impact to many areas of education and science. The purpose of the article is to determine the basic foundations of the critical-rationalist philosophy of education, as well as to find out its new meanings and values for society. Methodology. Conceptual-semantic and comparative analysis are used in the article as the main research methods. The Karl Popper epistemology is taken as a starting point for researching the theoretical foundations of the practice-oriented learning model and its influence to the formation of critical rationalism is considered. The conceptual-semantic and comparative analysis of the critical rationalism concepts is used. Discussion. Attention is drawn to two main educational paradigms: “cognitive” - aimed to obtaining knowledge and subjectively oriented - aimed to the development of the subject as a person or his personal characteristics with the help of new learning technologies. The objects of critical analysis are the empirical paradigm, the falsified approach to pedagogical research, the complex relationship between pedagogical theory and practice, as well as the problem of value neutrality in pedagogical science. The results obtained allow us to present the debatable, but apparently inevitable role of the teacher in the educational process as a subject that encourages a student or schoolchild not so much to gain knowledge as to acquire useful self-learning skills. Conclusion. The conclusion is made about the positive contribution of critical rationalism to the professionalization of teachers and students. The results obtained have methodological significance associated with understanding the place and role of intelligent technologies in the implementation of the educational process at any level. They can also be used in further practical and theoretical studies of higher education.
|
