Pedagogical Anthropology - Psychology and Pedagogy

Pedagogical Anthropology

And. Kant but right should be called the founder of pedagogical anthropology. He first introduced the term "pedagogical anthropology" into the use of philosophical science, gave life to a whole trend in philosophy and wrote a series of works devoted to this topic ("On pedagogy", "Two articles on" Philanthropy ", etc.) in which he developed his pedagogical ideas, substantiated the importance and necessity of pedagogical anthropology for the formation and improvement of people through education, training and education. I. Kant, like other philosophers, understood that man is a complex, contradictory, very aggressive, uncontrollable and unpredictable in his behavior being. The great thinker asked himself the question: how to tame the nature of man, how to soften his morals? - and came to the conclusion that only upbringing can change a person for the better. That is why Kant spoke of the need to create pedagogical anthropology, the prerequisite of which he saw in morality itself, since the moral law is given to man in the form of a priori principle of practical reason, the realization of which depends on the person himself.

Pedagogical anthropology arose at the intersection of philosophy and pedagogy. This is evidenced by the enormous experience of the development of the entire history of philosophy up to the present day and the scientific links between philosophy and pedagogy, human problems and the problems of upbringing. The latter have always been interested in philosophy as a complex creative process of human formation, just as pedagogy has always been guided by some kind of philosophical conception of man. If pedagogy itself as a science answers the question of who should become a person and how to achieve it, the content of pedagogical anthropology is conditioned by the need to create a holistic and comprehensive view of the upbringing of man. Specifics of pedagogical anthropology we see in her answer to the question: why and for what man is brought up, what significance does the physical, psychological, mental and moral state have for him and his future? Philosophical anthropology is a kind of fundamental discipline, forming for the pedagogical theory of purpose and direction in human research.

So, the subject of research of pedagogical anthropology is a man from the point of view of his self-realization and improvement of iodine through the influence of upbringing and education. The core of the entire educational system is also a person, connected by a diverse relationship with the world. Education forms an integral personality, capable of responsible for what is happening in the world. The task of education is not only that a person knows as much as possible, but also that he is a person, i.e. met the requirements of humanity, humanity, understood what was happening to him and the world, was responsible for the future and learned to live in an open, complex and to some extent unpredictable world.

The nature of the subject and the method of pedagogical and anthropological research are determined on the basis of the philosophical anthropology set forth in the concepts of foreign anthropologists M. Scheler, G. Plesner, N. Hartmann, E. Rothhaker, O. Bolnova, T. Litte, K. Jaspers and others

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