Dialogue and criticism as the necessary requirements for the development and cooperation of pedagogic theory and practice

Abstract

I perceive pedagogy as a theory- and practice-oriented science, as an intellectural formation created by theoreticians and practitioners alike. If one accepts the above assumption one must also agree that both theoreticians and practitioners should focus on developing this branch of science. Such development is only possible if theoreticians and practitioners cooperate with each other and it calls for, most probably among many other things, dialogue and criticism. Dialogue must be treated as a conversation, aimed not at trying to persuade someone to accept a certain perspective but rather as an opportunity to exchange views. However, in order to protect oneself against harmful, pseudo-scientific views, seeking to monopolize the pedagogic thought, such dialogue must be supplemented with proper criticism. Proper criticism consists in accurate, content- and argument-based analysis of views or actions before they are approved of or rejected. These two requirements are, in my opinion, necessary for appropriate development and cooperation between pedagogic theory and practice, and consequently for the development of the entire branch of science.