Methodological Problems of Pragmatically-Oriented Education: euristical potential of John Dewey's heritage

Abstract

Methodological backing of practical usage of theorethical concepts of philosophy of education is an important branch of contemporary research. Thus, the euristical potential of John Dewey's heritage deserves much attention and this potential is the subject of this article. In this article it is argued that Dewey's method rests on education that is contextual, holistical and responsible. The results of the analysis show that Dewey supports the concepts of both instructive methods and methods in general. The concept of instructive method is more narrow and technical and includes deconstruction and reconstruction of educational activities. In the article special attention is given to the analysis of Dewey's methodology as practically active.