Rational and irrational in pedagogical axiomatics (based on Uchitel'skaya Gazeta)

The article examines the issue of rational and irrational in pedagogical axiomatics based on Uchitel'skaya Gazeta (“Teacher’s Newspaper”). As a science dealing with the study of values in education, pedagogical axiomatics explores not only rational but also irrational constructs created by a transcendental subject. The author puts forward an assumption that the issue of the rational and irrational in pedagogical axiomatics cannot be narrowed down to the issue of the logically simple and unknowable but instead should be viewed through a wider lens as the issue of a dialectical unity of rational concepts and irrational beliefs. The aim of the study is to show, using media content, how mass media reflects and forms rational and irrational aspects in the value system of the educational sphere. The relevance of the study is justified by the fact that studying the correlation between rational and irrational aspects of the pedagogical process provides a deeper understanding of how axiological patterns and subjective images of reality influence the process of education. The comprehension of the complex dialectics of the rational and irrational is necessary for effective coding and decoding of information as well as successful interpretation of various phenomena by all participants of the educational process. As part of the study, the author considered the evolution of beliefs about the rational and irrational in the pedagogical reflection; touched upon the role of apperceptions in the formation of subjective axiological perception of the participants of the educational process; analyzed the possibilities of creating a media text concerning the matters of the educational sphere as a text dealing not only with rational concepts based on logics and objective data but also with irrational beliefs addressing transcendental matters. The author comes to the conclusion that the dialectics of the rational and irrational in pedagogical axiomatics is expressed in the complexity and multidimensionality of the educational experience (relationships between teacher and student, relationships in a group, historical period, etc.) where each experience overlaps the previous one and where positive experience can be overshadowed by one instance of negative experience, and vice versa. These processes can be described within Gilles Deleuze’s concept of the Fold. As a cognitive metaphor, the Fold can describe the versatility of reality in which media communication takes place as well as the mechanisms of emergence of new axiological meanings in the course of interaction between irrational beliefs and rational concepts. In this case, the narrative style, the evaluative vocabulary and the ways of interaction with a reader serve as the tangible medium of expression of this process. The author declares no conflicts of interests.

Keywords

Authors

References