Theoretical Knowledge in the Structure and Content of Educational Practices
Abstract
The article analyzes the causes that led to a change in the role and place of the theoretical knowledge in scientific knowledge, as well as its impact on the modernization of educational practices and programs. Identifies and describes the processes of philosophical understanding of theoretical concepts and pragmatic considerations that affect the logic and dialectics of educational reforms. We consider the arguments «for» and «against» the transformation of teaching strategies in the context of a new interpretation of the conceptual opposition «theory-game.»
About the Authors
Vladimir Przhilensky
Kutafin Moscow State Law University
Russian Federation
Russian Federation
Irina Przhilenskaya
Moscow State Pedagogical University
Russian Federation
Russian Federation
References
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Review
For citations:
Przhilensky V., Przhilenskaya I. Theoretical Knowledge in the Structure and Content of Educational Practices. Russian Journal of Philosophical Sciences. 2016;(2):36-44. (In Russ.)
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