Around the “social pedagogy” of Paul Natorp: Vladimir Dinze in the debates on national upbringing. Part 2
Many scholars and practitioners in the sphere of the public education and upbringing in Russia addressed themselves to the philosophical-pedagogical ideas of German philosopher of Neo- Kantian movement Paul Natorp. These ideas were formulated mainly in his fundamental work “Social Pedagogy”. Vladimir Dinze relies on Natorp’s thesis of the national school as the way of accustoming “the all people to the national culture”, actualizes the heritage of Russian and Western pedagogues and philosophers...
Exploration and development of classical pedagogical heritage: on the problem of terminology (on the basis of A. S. Makarenko's oeuvre)
This article identifies the specific features of processes of exploration and development of classical pedagogical heritage on the basis of history of development of A. S. Makarenko's heritage as a social pedagogue-reformer in the context of description of social pedagogical initiative and formal pedagogy. The author emphasises the parallelism of the two factors, their non-linear and cyclic character, interdependence and interaction within the processes of exploration and development of A. S. Makarenko’s...
The Heritage of Nikolai Pirogov in the Context of Pedagogical Conflict Studies Fundamentals
The article analyses Nikolai Pirogov’s position on the problem of conflict relationships in pedagogical process. The author points out the tendencies of Russian pedagogical conflict studies formation.
Педагогические идеи Н.
И. Пирогова. М.: Учпедгиз, 1949. 196 с.
Основные законы воспитания. СПб., 1859. 71 с.
Paul Natorp’s social pedagogic theory and it’s relevance to modern russian education
The paper discusses Paul Natorp’s social pedagogy theory from the point of its relevance to the modern educational discussions. Natorp sees practical task of his pedagogic theory in negation of German society’s crisis tendencies. The theoretical context of social pedagogy was defined by several key factors. The first one is Natorp’s dependency on legacy of Plato, J. Pestalozzi and I. Kant, while second deals with his critic of fundamental grounds of dominant contemporary pedagogical system...
The formation of axiological bases of Russian pedagogy in the late 1950s-the early 1960s
This article analyses the formation of Russian pedagogical values in the late 1950s — the early 1960s and identifies the historical preconditions that affected this process. The author focuses on pedagogical problems stemming from contemporary sociocultural and political conditions and emphasises that, despite the communist ideology, Soviet pedagogy developed humanistic values.
Человек как предмет воспитания // Советская педагогика...
Legal Consciousness at the Early Stage of Personality Development from the Perspective of Russian Neo-Kantian Philosophy of Pedagogy
In this study, I investigate the philosophico-pedagogical concepts developed by German and Russian Neo-Kantians, namely P. Natorp, S. I. Hessen, M. M. Rubinstein. In order to identify the peculiarities of the approaches of the Neo-Kantians to legal consciousness in children, I show that the widely accepted view that Hessen borrowed Natorp’s hierarchical triad of moral development — anomie, heteronomy, and autonomy — lacks a solid ground. Moreover, Natorp generally does not use the concept of...
The “personal-social” antinomy as a mechanism for analysing and assessing pedagogical studies on developing cognitive interests in cadets
Using the “personal-social” antinomy, the author analyses the results of a historical and pedagogical reconstruction of the 1960s— 80s theoretical and practical studies on the development of cognitive interests in cadets within the training process at military schools. The analysis helps to identify the conditions for critical and creative application of these results in humanising the system of military education in modern Russia.
1. Артемьева О. А. Активизация познавательной...