Pedagogical Philosophy as a New Independent Scientific Theory
Pedagogical Philosophy as a New Independent Scientific Theory

Summary/Abstract: The challenges of the modern, global, fast-changing world require that theoreticians and practitioners in the sphere of education should focus their efforts not only on finding innovative forms, methods and technologies of teaching, but also on reconsidering the entire philosophy of organization and functioning of the educational space, which inevitably leads to the need of developing a new independent scientific and pedagogical theory – pedagogical philosophy. Comparing pedagogical philosophy with the philosophy of education (teaching), defining the subject and object of the new pedagogical science, the author formulates its main elements: a) the leading ideas; b) the basic concepts and categories; c) the fundamental laws and regularities; d) the main principles and rules of application of the theory in practice during the organization of educational processes in real time. The main ideas of the new theory of pedagogical philosophy are as follows: The idea of recognizing the life of the younger generation and each individual person as the main and leading value of the entire educational space that has been built or is currently being built; The idea of showing an essential and constant concern of the adult generation for the conditions, development and strengthening of the comprehensive health of the younger generation at all the stages of their maturation; The idea of introducing psychological and pedagogical, socio-pedagogical and philosophical-pedagogical favoring for a free development and maturation of the younger generation and each individual person in real time in the educational space; The idea of the imperative of restricting, at all levels of educational administration, permissive, prohibitive and controlling functions and expanding organizational and search-and-creative ones, focused on the protection of comprehensive health of the younger generations and the introduction of constructive processes in their real life by fully suppressing and limiting the destructive ones.

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