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It is shown that G. Bachelard’s pedagogical conception is related to his philosophy of science, which were principal ideas of rationalism, historicity of the forms of thought, psychologism. It was revealed that criticism of sensual experience from positions of psychoanalysis, the belief in the superiority of “reason” as an instrument of knowledge, scientistic faith in contemporary science as a greatest achievement of culture - these provisions have become the basis of his pedagogical theory. Task of its pedagogy is the formation of critical conceptual thinking in the psyche of the disciple through the overcoming “epistemological obstacle”, unconscious complexes that hinder objective knowledge of reality and replace it with the projections of the unconscious. The concept of “epistemological profile” individual thought, which is aimed, first, at the psychoanalytic critique of the archaic forms of thought, secondly, for pedagogical work with disciple is analyzed. In both cases it comes to the suppression of psychological complexes and transformation of intelligence in the direction of forms of thinking that corresponds to non-classical science. An example of the use of the G. Bachelard’s pedagogical conception in the practical work with pupils in France is demonstrated. There is critique of scientistic beliefs of the philosopher and his surrationalism, that have led to one-sidedness of his pedagogy, overly critical of common sense and practical life.


G. Bachelard; pedagogy; epistemological obstacle; rationalism; psychoanalysis

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Experience of organization of modern education

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