https://doi.org/10.31261/CHOWANNA.2003.20.07
The article addresses the issue of the theory of education, presenting it as a discipline within pedagogy. It outlines the conditions necessary for effectively developing this field of study and the challenges that need to be addressed. The theory of education is certainly not a uniform and internally coherent system of propositions, as its name might suggest. It encompasses a wide range of various theories, often mutually exclusive. These include both general and partial theories. In the sense adopted here, the theory of education is considered one of the fundamental pedagogical disciplines, alongside general pedagogy, didactics, and the history of education. It is important to emphasize that contemporary theory of education — much like pedagogy itself, of which it is an integral part — can be oriented both theoretically and practically. It also strives to resist unconstructive and ambiguous assumptions stemming from postmodernism and the New Age movement, which promote not only cognitive but also moral relativism. Practiced in this manner, the theory of education offers the promise of significant progress in addressing issues that are essential from both a theoretical standpoint and the perspective of broadly understood pedagogical practice. Achieving this goal requires, above all, a critical evaluation of past achievements, a pluralistic research approach, and drawing upon the insights of philosophy, psychology, and sociology, as well as a deeper reflection on both education and the individual being educated.
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Vol. 1 No. 20 (2003)
Published: 2025-08-18
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