Variability of the Russian educational axiosphere of the early 20th century
| Autor: | Natalia P. Khvataeva, Marina A. Zakharishcheva |
|---|---|
| Rok vydání: | 2021 |
| Předmět: |
Value (ethics)
History of education Process (engineering) Field (Bourdieu) 05 social sciences Subject (philosophy) Social Sciences 050301 education Object (philosophy) Epistemology value history of education 0502 economics and business axiosphere Sociology Abstraction Set (psychology) axiological approach 0503 education 050203 business & management |
| Zdroj: | SHS Web of Conferences, Vol 103, p 01048 (2021) |
| ISSN: | 2261-2424 |
| DOI: | 10.1051/shsconf/202110301048 |
| Popis: | Being the subject of interest of many scientists, the evolution of education is considered as a process, as a set of values that are reflected in the works of educators of each era. In this case, the object of the study is the first half of the 20th century, as the most controversial era in terms of values, represented by a wide range of pedagogical ideas and trends. The article analyzes various texts of educators of the early 20th century to form a holistic view concerning the axiological field of education at that time. The applied methods of analysis and synthesis, generalization, abstraction, classification, and modeling, as well as the historical and structural method were dictated by the purpose of the study. The conducted work has resulted in the clarification of the concept of the axiosphere, its components and objective laws, the description of the educational axiosphere of the declared era through the analysis and synergy of values and meanings of educators of that time. The reliability of the result is ensured by the reference to the author’s text of the studied educators, which allowed formulating their values in their own language, so to speak in the first person. The attempt to present the value dominants of different educational figures of the same time as components of a single axiosphere is a fundamentally new approach, since traditionally in the history of education, it is customary to oppose the author’s pedagogical concepts and consider them as autonomous, sometimes contradictory systems. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|