Interakcje między teorią a praktyką w problematyce badawczej pedagogiki ogólnej – studium kulturowej autonomii nauki

Abstract

Personal reflection on the relationships between pedagogical theory and practice as well as the character, significance and tradition of their interrelationships has led me closer to answering the following question: is there a relationship between theory and practice that enhances the autonomy of pedagogics? What is the relationship, in pedagogics, between the categories of candor and autonomy? I am of the opinion that the sense of dissonance between theory and practice may prove to be especially destructive not only to educators and their students, but also to the development of theory and practice. The aim of this reflection was first of all: – to focus on the fact that practice is not science but the sphere of studies where the results of science may be utilized; – to perceive the equipoise between theory and practice within the axiological nature of the human being and the theoretical and practical structure of education; – to counteract the effects resulting from the following three main stereotypes: a) unproductivity of theory, b) apotheosis of practice, c) detachment of theory from practice; – to look upon general pedagogics as a theory of relationship between the scientific status of knowledge and educational practice.