Pedagogický dualizmus teoretického a praktického: historické pozadie a súčasné ilúzie

• Authors: Emil Višňovský , Ondrej Kaščák , Branislav Pupala

Title variants

EN

Pedagogical dualism of theory and practice: historic background and current illusions

• Languages of publication: SK

Abstracts

EN

The paper newly raises the traditional question of educational science – the question of the relationship between theoretical knowledge and practice, between science and practice. This target problem is discussed using a complex theoretical overview and integrating this problem of educational science into broader context of development of social sciences and humanities. Using this umbrella, transformations of relationship between theory and practice, discussed from the period of Classical Antiquity, through Modern period until present times, are interpreted. Consequently, transformations of relationship between theory and practice in this timeline provide a background for explaining the oscillation of self-representation of educational science as either theoretical or practical science. Finally, the well-known concept of teacher as reflective practitioner announced in the field of teacher training as a promising example of how to definitely bridge the gap between academic knowledge and knowledge necessary for practical execution of education is elaborated on.

Keywords

EN

Social sciences and humanities Educational science; Theoretical and practical knowledge Fronesis; Genesis of scientific discipline Reflective practitioner

Discipline

• EDUCATION: EDUCATION

• Publisher: Czech Pedagogical Society
• Journal: Pedagogická orientace (Journal of the Czech Pedagogical Society)
• Year: 2012
• Volume: 22
• Issue: 3
• Pages: 305-335

Contributors

author

Emil Višňovský

author

Ondrej Kaščák

author

Branislav Pupala

• Redakce časopisu Pedagogická orientace, Doc. PhDr. Tomáš Janík, Ph.D., M.Ed., Institut výzkumu školního vzdělávání PdF MU, Poříčí 31 603 00 Brno, Czech Republic