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PHILOSOPHY, PEDAGOGY AND DIDACTICS

M. Miklosikova, I. Vlkova

Abstract

Philosophy has always strived for understanding the most general principles of human being and knowledge. It has been constituted as a scientific discipline with strictly methodological thinking processes and it has contributed towards the analysis of all knowledge. Although different sciences have separated from philosophy in the course of history and have developed their own methodological systems of recognizing reality and their own self-concepts, they still, up to this day, cannot develop knowledge without being grounded in philosophy. The interconnection of individual scientific fields with philosophy becomes especially obvious in the times of crisis, when these sciences return to their philosophical roots. The contemporary modern societies have access to vast amounts of information, new technologies and technical conveniences, but at the same time they lack a meaningful concept of upbringing and education which would serve up-to-date needs of people and their changing systems of values. It becomes evident that such a situation cannot be remedied unilaterally but has to be approached through a complex and quality educational process based on an educational theory with a relevant philosophical foundation. Every real pedagogical process involves the teachers, students and particular elements of a didactic system which are integrated in a dynamic whole which more or less moves towards the educational aim. The purpose of philosophy in didactics as a pedagogical discipline becomes clear in this context. It is expected to remind the significance of a whole in human life. This article aims to integrate philosophy with pedagogy and didactics.

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DOI resolver: doi.org/10.5593/SGEMSOCIAL2017/HB21/S06.040

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