ON PHILOSOPHICAL AND PEDAGOGICAL FACETS OF TEACHING AND LEARNING REGULARITIES
Effective realization of teaching strategies is affected by various factors of pedagogical science. Theoretical and methodological foundations of pedagogy facilitate understanding of approaches towards organizing effective teaching process. Interdependent occurrence of teaching process together with nature development and social processes in objective reality is subject to corresponding regularities. Objectively, regularities are revealed from accumulated pedagogical experience. Knowledge about teaching and learning regularities is suggested to be one of basic theoretical tools for pedagogical reality cognition. The paper deals with phenomenon of regularity which essentially affects occurrence of teaching and learning. This paper is primarily concerned with establishing the essence of categorial notion of regularity in the context of philosophy and pedagogy and defining specificity of its influence on teaching process. It is pointed to the fact that philosophical and historical prerequisites determine formation of pedagogical regularities. In view of this, some didactic inferences of J. A. Comenius are briefly analyzed and the importance of his philosophical and pedagogical research is substantiated. According to the specificity and logic of manifestation in teaching and learning process, basic criteria of regularities’ classifications are identified. Considering regularities as important factors which, to some extent, stipulate outcomes of teaching and learning is accentuated.
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