ON RATIONAL AND IRRATIONAL-IDEALISTIC IN PEDAGOGIC REFLECTION

Abstract

The article investigates the problem of rational and irrational-idealistic approaches in pedagogy. The subject of the former and the latter is revealed, the boundaries of their application in real practice are established, the status of each in pedagogic refl ection is substantiated. The methodology in the work is Plato’s idealistic views and Andrey Gagayev’s substrate refl ection, according to which the object of knowledge is perceived as a single-multiple subjective whole, reacting to the appeal to itself from the side of the knower. The irrational in upbringing is interpreted as an expression of the progress of human spirituality towards its ideal or authentic (in Plato’s epistemology) being. The article substantiates the position on the retention in irrational-idealistic refl ection of the fullness of human spirituality (its set and at the same time infi nity) in its promotion to itself in the educational process. Such a reality as the image of human spirituality (the image of man) is chosen as a guide in the irrational-idealistic impact on a person under wardship. The image of human spirituality is understood as something primordial in person, arising at its birth, striving for the ideal in the Platonic sense, not limited to the rational (available for formal description). Upbringing in the context of the above is defi ned as the accompaniment of the appearance of the image of a person in its spiritual development.