Two Paradigms in the History of Pedagogy

Abstract

The study aims to analyse pedagogical teachings from various historical periods and to compare the classical (philosophical-theological) and non-classical (socialisation) paradigms in the history of pedagogy. The article is devoted to the problem of paradigm comprehension of pedagogical doctrines from the 17^th to the 20^th century. It is shown that in the history of pedagogy, the classical (philosophical-theological) and non-classical (socialisational) paradigms were distinguished, and at the turn of the 20^th and 21^st centuries, pedagogical thinking began to gravitate towards the post-non-classical (informational) paradigm. It is explained that the classical (philosophical-theological) paradigm is part of the history of pedagogy. It is explained that the classical (philosophical-theological) paradigm in the history of pedagogy was marked by the centralisation of pedagogical teachings on issues of spiritual education and the nature-conformity of schooling. Within this paradigm, education was understood exclusively as a gradual path of bringing out the individual abilities of the human soul and improving them with the aim of a person’s knowledge of his fateful destiny and its realisation in earthly life. It is noted that the intensive movement of reformist pedagogy at the turn of the 19^th and 20^th centuries, despite not being unified, caused a large-scale socio-pedagogical turn from the classical (philosophical-theological) paradigm to the non-classical (socialisational) one. It is also noted that within the socialisation paradigm, education was conceived as a creative organisational force to create an environment favourable for developing the human personality. It illustrates the pedagogical works of Jan Comenius, Konstantin Ushinsky, Pedro de Alcantara, Anton Makarenko, and other prominent teachers of the world, who reflected the most expressive ideas of the era.