Dialectical approach towards the renewal of the pedagogical paradigm

Abstract

The relevance of the advanced updating of pedagogical paradigm, the possibility giving it a functional, constructive and unambiguous character is substantiated. In the study, in order to update the pedagogical paradigm, universal abstract-concrete coordinates, Hegel's dialectical method, a speculative language of functional schematic images and a reflexive “workbench” were used. As the simplest requirements for understanding the picture of the world, it is proposed to use external and internal signs of harmony of living and inanimate nature. On their basis, the “golden principles” of nature-like thinking and activity are derived. Logical, dialectical relations between paired categories are established. This allows us to solve the problem of their synonymy. To build a conceptual pedagogical paradigm, it is recommended to use speculative, oral and written languages. Due to this, concepts under construction or being updated acquire a functional, meaningful, visible and constructive appearance. The technological cycle of dialectical reconstruction and updating of pedagogical paradigm was given, which provides for the consistent derivation of concepts from the cycle individual human activity. This ensures continuity and compliance of the concepts of pedagogical paradigm with the criteria of morality, functionality, logic, consistency, constructiveness and unambiguity. It is argued that the renewal and subsequent development of the pedagogical paradigm will significantly increase the level of functional literacy of teachers, students and all subjects of professional activity. Students' reproduction of functional models of various professional activities using the constructed paradigm will contribute to their conscious choice of profession, self-determination in conditions of volatile market relations.