20.500.12556/DiRROS-29449 Conceptualising the unity of theory and practice in pedagogy based on Aristotle’s ideas of theoria and praxis Konceptualizacija enotnosti teorije in prakse v pedagogiki na podlagi Aristotelovih pojmov theoria in praxis The purpose of this article is to conceptualise the essential synthesis of theory and practice, which can be pedagogically utilized. Otherwise, their conceptual separation enables their relation only by a posteriori means of generalisation from practice to theory, a hypothesis–empirical verification relationship, and the application of theory to practice. Aristotle’s idea of praxis is activity that, firstly, has purpose, and secondly, has purpose within itself and not in its product. Following this, we enquire into theoretical nature of the idea of purpose, which constitutes a theoretical element of praxis. That praxis has a purpose within itself makes it pedagogically appropriate, since pedagogical practice should not aim to educate towards a pre-determined outcome (fixed theory), but so that it implicitly educates through its own activity. Pedagogical practice is not a means to an end outside itself. Implicit purpose as a theoretical element of praxis is then realised within pedagogical practice in a twofold way. Firstly, pedagogical practice takes place within a concrete pedagogical situation. In order for pedagogical practice to be able to (critically) recognise and analyse this situation, it must have a theoretical element which constitutes a framework for recognition/analysis. Secondly, it must have theoretical element in order to be able to produce a practical action that will lead the concrete situation towards the desired state. A further and connected question is that of pedagogical idea of theory. We will look into Aristotle’s idea of theoria, which can be synthesised with the above idea of (pedagogical) practice. Finally, we will show this synthetical relation to have a founding conceptual significance for the pedagogical notion of pedagogical tact as a fundamental characteristic of pedagogical practice. Namen tega članka je oblikovati temeljno sintezo teorije in prakse, ki je pedagoško uporabna. V nasprotnem primeru njuna konceptualna ločitev omogoča njuno povezavo le z a posteriori sredstvi generalizacije iz prakse v teorijo, empirično preverjanje hipotez in uporabo teorije v praksi. Aristotel praxis razume kot dejavnost, ki (1) ima namen in (2) ima namen sama zase in ne v svojem produktu. Nato raziskujemo teoretično naravo pojma namena, ki predstavlja teoretični vidik praxis. Dejstvo, da ima praxis namen sama zase, jo naredi pedagoško ustrezno, saj pedagoška praksa ne sme biti usmerjena v izobraževanje za vnaprej določen izid (fiksna teorija), ampak mora implicitno izobraževati skozi lastno dejavnost. Pedagoška praksa ni sredstvo za doseganje cilja zunaj nje same. Implicitni namen (kot teoretični vidik praxis) se v pedagoški praksi uresničuje na dva načina. Prvič, pedagoška praksa poteka v konkretni pedagoški situaciji. Če naj pedagoška praksa (kritično) prepozna in analizira to situacijo, mora biti opremljena s teoretičnim elementom, ki predstavlja okvir za prepoznavanje/analizo. Drugič, potrebuje teoretični vidik, da lahko ustvari praktično dejanje, ki bo konkretno situacijo pripeljalo do želenega stanja. Nadaljnje in povezano vprašanje je vprašanje pedagoškega pojmovanja teorije. Prispevek uporabi Aristotelov koncept theoria, ki ga lahko združimo z zgoraj navedeno idejo o (pedagoški) praksi. Nazadnje članek pokaže, da ima ta sintetična povezava pomemben theory of education practice pedagogy Aristotle pedagogical tact teorija vzgoje pedagogika Aristotel pedagoški takt true false true Angleški jezik Slovenski jezik Neznano 2026-05-20 09:23:23 2026-05-20 09:23:23 2026-05-21 03:54:08 0000-00-00 00:00:00 2026 0 0 str. 114-133 št. 1 Letn. 77 = 143 2026 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 2026-03-30 37.01 0038-0474 10.63384/spB61z890a 276645123 RAZ_Komar_Zvonimir_2026.pdf RAZ_Komar_Zvonimir_2026.pdf 1 403BB407F703FD5CB38E816E55EEB8A3 e9ccfbd316c4c35900433dd53551fc8662a554f98009a6ed721f34356aa36794 17c89982-541d-11f1-8a5a-001a4af901a5 https://dirros.openscience.si/Dokument.php?lang=slv&id=44155 https://www.sodobna-pedagogika.net/en/articles/01-2026_conceptualising-the-unity-of-theory-and-practice-in-pedagogy-based-on-aristotles-ideas-of-theoria-and-praxis/ 0 b19bf027-542c-11f1-8a5a-001a4af901a5 https://dirros.openscience.si/Dokument.php?lang=slv&id=44178 Zveza društev pedagoških delavcev Slovenije Sodobna pedagogika 0 0 0