Pedagogy and other sciences - Pedagogy. Theoretical pedagogy

Pedagogy and other sciences

Science is one because the knowledge it is studying is integral. The division of it into objects is a concession to our possibilities. To know the vast, limited human mind is forced to tear knowledge to pieces. At the same time we achieve some progress in the depth of knowledge, inevitably losing in breadth. So we have to talk about the links between the sciences where we should be talking about one science - the science of man and his environment.

Pedagogy, being a part of the initially unified science, develops in close interrelation with all other scientific directions. Today, there is practically no science, from which pedagogy does not take even a little to study its subject and does not give back its achievements in the issues of education, education, upbringing, and management. Philosophical sciences (science, sociology, ethics, aesthetics, etc.) help pedagogy to determine the meaning and goals of education, correctly take into account the general laws of human existence and thinking, provide operational information about the changes taking place in science and society, thereby helping to correct the direction of education. The closest and most direct link is in pedagogy with human biology. Anatomy, physiology, genetics form the basis for understanding the biological essence of man: his physical structure, genetic origin, development of higher nervous activity, first and second signal systems, development and functioning of sense organs, musculoskeletal system, cardiovascular, respiratory and all other systems. Of particular importance for pedagogy is its relationship with psychology, studying the patterns of development of the human psyche. Psychology itself is mainly interested in the very development of the psyche, and pedagogy is the effectiveness of those educational influences that lead to the planned changes in the inner world and human behavior. Each section of pedagogy finds support in the corresponding section of psychology; in didactics, for example, rely more on the theory of cognitive processes, and the theory of upbringing more takes into account the personal phenomena proposed by psychology. The integration of sciences has led to the emergence of frontier industries - pedagogical psychology and psycho-pedagogy.

Despite the closest relationship, pedagogy and psychology are separate sciences, each of which has its own subject. There is no psycho-pedagogical science, as it is often said. Psychology provides some help to the science of education, but it is not taken to answer the main questions of pedagogy - what and how to educate. Psychology reveals the mechanisms of mental activity, and pedagogy takes them into account when developing its technologies.

There are obvious links between pedagogy and history and literature, geography and anthropology, medicine and ecology, economics and archeology. Even the science of extraterrestrial civilizations can help us in understanding earthly pedagogical problems. The person, the sphere of his dwelling, his life, the conditions of development, are of interest to teachers professionally, helping to comprehend his subject in all his connections.

In sciences having completely different and seemingly very remote areas of research, there are many points of contact, from which new perspective directions often appear, linking science into one unbreakable whole. Such are, for example, the branches that emerged at the intersection of pedagogy with the exact and technical sciences - cybernetic, mathematical, computer pedagogy, suggestology , etc. Today's pedagogy as one of the main human sciences is at the forefront of integration transformations.

How many teachers are there?

Recently, pedagogy is beginning to identify very distant from the traditional science of the region. Naturally, with a wide and often illegible use, the primary meaning is gradually lost. We are almost accustomed to the phrases pedagogics of Makarenko and Walldorf Pedagogy & quot ;. You can agree with the "pedagogy of cooperation", "Pedagogy of Tolerance" (the name of a special journal), "productive pedagogy", "personalized pedagogy" and some other pedagogues, belonging to major, mainstream science and practice. Gradually we get used to such names as "personal pedagogy", "pedagogy of communication", "family pedagogy", "ontopedagogy and environmental pedagogy".

With some caution we will take the "pedagogy of particular cases". The latter, by the way, abroad already claims the status of a separate branch of knowledge. According to the latest data, only about a third of all children are within the so-called standard rate and are included in the so-called school standard, in simple terms, suitable for training in a standard school that has not changed for a long time. Many pupils are not suitable for such a school, many children do not find their schools. As a result, mutual alienation. There are private pedagogical cases.

Education (education) on the principle of special cases abroad is used primarily in higher schools of legal, medical, and psychological profiles. Non-standard training is used in business management, education and in problem-oriented areas, i.e. those social and natural sciences that are related to very complex and difficult to control phenomena and events. In other situations, for example in environmental education, particular cases are understood as teaching tools, a paradigm, and also as a method of research.

Quite out of place are such, for example, word combinations on the covers of books, like "Pedagogy of the curriculum", "Pedagogy of business", "Pedagogy of political and election struggle", "Pedagogy of survival", "Pedagogy as a theory" Education "," Risk Pedagogy "," Success Pedagogy " etc. Exotic definitions of pedagogy are also sufficient. They write, for example: "Pedagogy is the science of the processes of the social development of a person's personality": "Pedagogy is largely a practical psychology"; Pedagogy is the science of communication and the like.

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