Science of Pedagogy: Theory of Educational Discipline and Practice

Abstract

The article addresses and provides an introduction to pedagogy in its capacity of science and a university discipline in the field of education sciences. Nowadays not only teacher education programmes are embedded in theories and follow transitions of pedagogy. These have become even more complex, therefore, challenge new discussions in the evolving importance of human relations and transition towards learning-centred science of pedagogy to underpin practice of competence-oriented education. Based on the main historical processes in Latvia and along with informative insight into the practices of European universities and research, the article traces the traditional background of pedagogy, the challenging role of philosophy to foster understanding of pedagogy as a unique, well-structured science with its object of investigation, which is not being explored by any other science. Alongside the discrete field of education and constantly evolving research, pedagogy develops its theories, all-level practices and disciplines within tertiary and doctoral programmes; because of these its changing nature provides sustainability, cause critique and improvements to an extent which is resilient to multiple external forces. The article highlights some current developments of pedagogy as a stable, open-to-diversity and innovative theory to underpin the process of formal and informal education. The understanding of pedagogy in its meaning of teacher philosophy-in-use leads to a discussion of the constant and changing components of the definition. The intellectual tradition of pedagogy has become a phenomenon and notion to be compared and clarified in the context of another phenomenon – education sciences. The conclusions remind therefore the benefit of adopting the science of pedagogy being a theory and practice of formal education.

Techno self online learning PEVAR as a new learning alternative: Paradigm and construction

“…Learning objectives are a set of results to be achieved in the learning process. Students set target goals to be achieved, which will later be used as benchmarks for learning [53] By understanding the learning objectives, students know the ability to understand the material to be studied. Mental readiness affects the process of achieving learning goals.…”

Mixed Class Teaching as an Emerging Trend Accelerated by Covid-19

“…For the purposes of the present research, the use of the theoretical methods applied to the work of Sardesai, Stute, and Kamphues (Sardesai, Stute, & Kamphues, 2021), allows the authors of this contribution to define a pedagogical scenario as the description of an educational situation (environment) casually inter-related with the dynamic process of teaching. It should be pointed that a pedagogical scenario focuses on the creation of a coherent process that is adjusted to the learners' needs (Zogla, 2018). Teachers and learners follow different aims and motives, use different background knowledge and tools, and still their attempts have to be met (Zogla, 2018).…”

“…It should be pointed that a pedagogical scenario focuses on the creation of a coherent process that is adjusted to the learners' needs (Zogla, 2018). Teachers and learners follow different aims and motives, use different background knowledge and tools, and still their attempts have to be met (Zogla, 2018). This "joint venture" allows for transitions from a normative to a learner learning-centred process with the learners' meaningful participation in creating, conducting and evaluating the process where the learner has to achieve; that is leading to learners' autonomy in learning and development, as well as to teachers', learners', and other stakeholders' overcoming the growing complexity and transferring their way of thinking (Zogla, 2018).…”

Teachers’ Perspective on Wise Education

“…Wisdom covers the root causes of being; it gives a person something more that no other science will ever give. From Aristotleís time, humanity knows that wisdom is the most accurate of Sciences and this essential idea was formulated by Wengert (2009) in short formulation, which is meaningful for education and teachers, i.e., Wisdom and Will are higher than Intellect (Wengert, 2009).…”

“…The study of wisdom in a holistic perspective opens up a dynamic adaptive evolutionary perspective (Kincheloe, 2008;Fedosejeva et al, 2018) and supplements it with a holistic pedagogy mission (Kincheloe, 2008;SalÓte, 2015;Jurgena et al, 2018;fiogla, 2018).…”