| Naslov: | Conceptualising the unity of theory and practice in pedagogy based on Aristotle’s ideas of theoria and praxis |
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| Avtorji: | ID Komar, Zvonimir (Avtor) |
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| Datoteke: |  PDF - Predstavitvena datoteka, prenos (323,98 KB)
MD5: 403BB407F703FD5CB38E816E55EEB8A3
 URL - Izvorni URL, za dostop obiščite 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/
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| Jezik: | Angleški jezik |
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| Tipologija: | 1.01 - Izvirni znanstveni članek |
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| Organizacija: |  ZDPDS - Zveza društev pedagoških delavcev Slovenije
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| Povzetek: | 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. |
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| Ključne besede: | theory of education, practice, pedagogy, Aristotle, pedagogical tact |
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| Status publikacije: | Objavljeno |
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| Verzija publikacije: | Objavljena publikacija |
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| Datum objave: | 30.03.2026 |
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| Leto izida: | 2026 |
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| Št. strani: | str. 114-133 |
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| Številčenje: | Letn. 77 = 143, št. 1 |
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| PID: | 20.500.12556/DiRROS-29449  |
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| UDK: | 37.01 |
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| ISSN pri članku: | 0038-0474 |
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| DOI: | 10.63384/spB61z890a |
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| COBISS.SI-ID: | 276645123 |
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| Datum objave v DiRROS: | 20.05.2026 |
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| Število ogledov: | 54 |
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| Število prenosov: | 38 |
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| Metapodatki: |    |
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