Gaston Bachelard e a educação: por uma pedagogia da formação

ResumoA epistemologia de Gaston Bachelard critica as formas tradicionais de ensino ao entender a educação com o sentido de formação, defendendo uma formação permanente dos sujeitos. Esse sentido de formação, no pensamento bachelardiano, percorre as duas vertentes da sua obra – a científi ca e a poética – ressaltando a impreterível necessidade da vivência do real e do irreal para a formação do sujeito. É por um processo copioso de desiludir-se, retifi car os erros e afastar os obstáculos que Bachelard entende a formação permanente do homem, que nunca se apresenta a priori objetivo, mas com um passado de erros retifi cados. Nesse contexto, o presente trabalho tem como objetivo avaliar as contribuições da epistemologia de Gaston Bachelard para o campo da educação, destacando a ideia de uma pedagogia científi ca no ensino como fundamento para o desenvolvimento e a formação de um novo espírito científi co, contrapondo-se às formas tradicionais de ensino. Para tanto, situamos o pensamento de Gaston Bachelard dentro do contexto acadêmico-fi losófi co-cultural francês, apontando os principais conceitos de sua epistemologia, e analisamos as contribuições do pensamento bachelardiano para o campo da educação, sinalizando o porquê da necessidade de uma pedagogia nova no ensino, defendida pelo autor. Esse estudo parte do pressuposto de que a epistemologia de Gaston Bachelard tem um “fundo pedagógico” ainda pouco explorado, expresso quando o autor destaca o “aspecto pedagógico” que as noções científi cas carregam. É uma pesquisa de natureza teórica sobre a obra do fi lósofo francês, assumindo a forma de uma pesquisa bibliográfi ca.Palavras-chave: Gaston Bachelard. Pedagogia Científica. Formação.Gas ton Bachelard and education: for a pedagogy of formationAbstractThe epistemology of Gaston Bachelard criticizes the traditional forms of teaching by understanding education as formation, defending a permanent formation of the subjects. This sense of formation in bachelardian thought runs along the two strands of his work - scientific and poetic - emphasizing the imperative need to experience the real and the unreal for the formation of the subject. It is by a copious process of disillusion, rectification of errors, and removal of obstacles that Bachelard understands the permanent formation of man, which never presents itself a priori objective, but with a past of rectified errors. In this context, the present work aims to evaluate the contributions of Gaston Bachelard’s epistemology to the field of education, highlighting the idea of a scientific pedagogy in teaching as a foundation for the development and the formation of a new scientific spirit, opposing to the traditional forms of teaching. To this end, we situate Gaston Bachelard’s thought within the French academic-philosophical-cultural context, pointing out the main concepts of his epistemology, and analyzing the contributions of bachelardian thought to the field of education, indicating the need for a new pedagogy in the teaching, defended by the author. This study assumes that the epistemology of Gaston Bachelard has a “pedagogical background” still unexplored, expressed when the author highlights the “pedagogical aspect” that scientific notions encompass. It is a theoretical research on the work of the French philosopher, taking the form of a bibliographical research.Keywords: Gaston Bachelard. Scientific pedagogy. Formation.Gaston Bachelard y la educación: por una pedagogía de la formaciónResumenLa epistemología de Gaston Bachelard critica las formas tradicionales de enseñanza al entender la educación como formación y defender la formación permanente de los sujetos. Ese sentido de formación, en el pensamiento bachelerdiano, presenta las dos vertientes de su obra (poética y científica) destacándose la indiscutible necesidad de la vivencia, de lo real y lo irreal, para la formación del individuo. Bachelard entiende la formación permanente del hombre como un proceso de mucha desilusión, rectificación de errores y superación obstáculos, en el que nunca se presenta el objetivo a priori. En este sentido, el presente trabajo tiene como objetivo general investigar las contribuciones de la epistemología de Gaston Bachelard en el campo de la educación, resaltando la idea de una pedagogía científica como fundamento del proceso de enseñanza para la formación y desarrollo de un nuevo espíritu científico, en contra parte a las formas tradicionales de enseñanza. Entre los objetivos específicos está ubicar la línea de pensamiento de Gaston Bachelard en el contexto académico-filosófico-cultural francés e investigar los conceptos principales de la epistemología de Gaston Bachelard analizando sus contribuciones en el campo de la educación, además de esclarecer el porqué de la necesidad de una pedagogía nueva que el autor defiende. Este trabajo está fundamentado en que la epistemología de Gaston Bachelard tiene un “fondo pedagógico” que todavía no fue suficientemente investigado, lo que queda claro cuando el autor expone el “aspecto pedagógico” del conocimiento científico. Es una investigación de tipo teórica sobre la obra del filósofo francés, por lo que puede ser considerada una revisión bibliográfica.Palabras clave: Gaston Bachelard. Pedagogía Científica. Formación.

SCIENTIFIC PEDAGOGY: METHODS, PRINCIPLES

The article considers the similarities between the methods and principles of Kyrgyz folk pedagogy and scientific pedagogy. The author explains these categories from a scientific and popular point of view. A number of similarities and differences were described and compared in the article. Public education does not exclude the basic principles of modern traditional pedagogy. On the contrary, scientific pedagogy does exclude the principles of folk pedagogy. In other words, scientific pedagogy is enriched by the procedures of national pedagogy. Folk methods explain scenes from fairy tales and their plots. The effectiveness of public education is determined by its advantages in educating the younger generation.

About the science of pedagogy (how to avoid the transformation of pedagogical science into ideology)

Introduction. Numerous declarative official statements on the key role of education and scientific-pedagogical knowledge to ensure the well-being of the nation and the sustainable development of Russia in the modern world directly contradict the situation in this strategically significant social area. Thus, when merging two specialised academies (medical and agricultural sciences) with alma mater – the Russian Academy of Sciences (RAS), the Russian Academy of Education (RAE) was not included in the list of the elected representatives, which may indirectly demonstrate the “inferiority” of scientific pedagogy, calling into question its mission in the development of education.The aim of the article is to discuss the conditions and prerequisites for the possible loss of scientific status by pedagogy, its transformation into ideology and the replacement of pedagogical principles of education development by ideological ones.Methodology and research methods. In the course of the research, the methods of the system-based, retrospective and comparative analysis, synthesis and generalisation were employed.Results and scientific novelty. The author of the present publication considers and analyses the origins of scientific pedagogy and its essential definitions in the works of classical scholars – K. D. Ushinsky, L. N. Tolstoy, P. F. Kapterev, V. P. Vakhterov, K. N. Ventzel, etc. with contemporary interpretation of scientific status of pedagogical branch of knowledge. The paper highlights the impact on its reorganisation, content transformations of political and social processes, as well as transformations of governmental management structures. It has been proved that the reforms of the Russian science carried out in recent years consistently lead to the loss of scientific status by pedagogy, to the loss of academic principle “science should be managed by scientists” and to the transformation of scientific institutions into subordinate structures. Contrary to the Article 13 of the Constitution of the Russian Federation, which states that “no ideology may be established as state or mandatory”, there is a conversion of pedagogy into ideology. The classical pedagogical foundations evolutionary development inherent in scientific knowledge are deformed by current ideological attitudes, nullifying the constitutional guarantee (Article 44) on freedom of literary, artistic, scientific, technical and other forms of creativity. The depoliticisation of educational sphere and pedagogical science was planned at the end of the 20th century but it was abandoned. Therefore, the author emphasises the importance of such process.Practical significance. The assessments and conclusions presented in the article create methodological prerequisites for developing a discussion about the mission of pedagogical science in modern Russian society, adjusting scientific reforms and, as a result, freeing education from ideological violence.

Reform als Produktion

To what extent are progressive and democratizing innovations in education to be understood as ideological? The volume explores this question and exposes the seemingly neutral, distant scientific pedagogy as a committed part of an ideology production. The authors of the volume examine this using the example of a student-oriented philosophy didactics, the theory production of early childhood education, the much discussed topic, inclusion 'and the parenting and educational partnership as a' new form 'of the relationship between private and public education. The book is aimed at professional educators and social workers in school, kindergarten and other areas, interested parents and, last but not least, their own discipline and their students. With contributions by Louisa Frintert, Ulf Sauerbrey, Michael Winkler, Michael Knoll und Steffen Großkopf

P.D. Yurkevich – the founder of the national systematic scientific pedagogy

The article examines the main concepts of pedagogy of Prof. P.D. Yurkevich – undeservedly forgotten Russian philosopher and teacher. It is noted that Yurkevich was the first in Russia to strongly oppose reductionism, reducing psychology to physiology, and called for pedagogy to be based not on utilitarian considerations, but on higher principles, “from the spirit”. Yurkevich’s ideas about the purpose of education, the closest connection between education and training, and the contrast between pagan and Orthodox pedagogy are presented and discussed. Various methods and forms of Yurkevich’s teaching are analyzed. It is concluded that all modern innovations in pedagogy (except computers) have already been applied by Yurkevich.

Education for development in the context of various theoretical approaches within educational sciences

The concept of education for development has been – next to other educational concepts – subject to many attempts of redefinition, which are often determined by different pragmatic and ideological postulates. Therefore, it is possible that this highly important concept is partially becoming its own antithesis. That is why the paper analyses education for development through different theoretical approaches which have been established during the course of development of educational sciences. In this way, education for development is seen through basic tenets of Normative Educational Sciences, Empirical Educational Sciences, Humanistic-Scientific Pedagogy, Critical Educational Sciences and Systems Theory. In addition to this, integrated pedagogical review of education for development is observed through confluent education theory. Within this theory, the concept of education for development is based on education as a human (individual) need, and only after that education as social need.