On the conceptual and technological sources of new-didactics
Abstract
As the theory of educational cognition new-didactics is beyond sense-didactics which was certainly recognized by psychologists and pedagogues. Sense-didactics is undoubtedly here and it subjectifies the general didactic content by its sense-creating orientation; in this mostly cognitive, not sense content it finds a material for itself. Not only problems of learners’ sense-creation, but also problems of their intellectual development by means of semiotics, synergy, systematization, gnoseology are the subject of new-didactics. The article deals with didactic goal-setting, intersubject integration, didactic outstripping, and a lesson in modules. The content, principles, technologies of education are rethought in the aspect of the developing potential. The authors reveal structural mechanisms of the educational process: didactic units, structural-logical relationships, didactic isomorphism, education as a hermeneutic circle.
Keywords
- increment of development
- interdisciplinary context
- didactic alienation
- intersubject integration
- sense-didactics
- didactic outstripping