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ANALYTICAL REVOLUTION IN THE PHILOSOPHY OF EDUCATION

Annotation

The historical and philosophical analysis of the background and the nature of the analytical revolution in education that took place in the middle of the XX century is carried out. This event contributed to the establishment of a new approach to the philosophy of education. Analytical philosophy of education is engaged in clarifying the nature and character of logical relations between the statements that constitute the pedagogical theory, but does not state, as it was in traditional philosophy of education, regulations governing a particular course of action in teaching practice. It builds its judgment based on rational studied moral principles (i.e. normative ethics). Analytical philosophy of education promotes empirical research by clarifying the values used pedagogical concepts. It is designed to provide assurance that the informative statements about the educational activities are limited to reliable empirical generalizations. Although the analytical tradition has come through a long and difficult path of development, it continues to attract the attention of philosophers. Analytical philosophy of education is not homogeneous, it contains a variety of flow and installation. Assessing the historical development of analytical philosophy of education it is argued that this trend, despite the commitment of its supporters to the ideal of a neutral knowledge is always there from are preset within the theoretical context, involving a synthetic perspective of the traditional type of philosophizing. Some researchers define the term as “rationalist”, since it is based on the premise of the Enlightenment philosophy. As a result, analytical philosophy of education will inevitably come into conflict with the phenomenology, existentialism, critical theory, feminism, postmodernism, which allows to see more clearly its methodological orientations. The very analytical philosophy assigns to one of the prospects to other philosophies of education.

Keywords

analytical philosophy; philosophy of education; analytical revolution; linguistic analysis; logics; language; judgment; pedagogical activity

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UDC

1(091)

Pages

30-37

References

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Received

2016-10-15

Section of issue

Philosophy and sociology of education

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