Antinomic Dialectics as a Methodological Tool for Solving Paradoxes of Love in A.S. Makarenko Juvenile Pedagogy

Abstract

The problem under study is urgent due to existent contradiction between the growing need for the development of an adequate heuristic tool for studying the educating problems of the younger generation, on the one hand, and ignoring the rich positive experience of Makarenko juvenile pedagogy, on the other. On a broader, ontological basis, the study is relevant due to the polymodalization processes of the all aspects of human activity and human existence, which in its turn call for the development of an integral multidimensional human. The multidimensional human is oriented to the plurality recognition of truths and ideas about the world, capable of solving the growing shaft of problems, devoid of one-dimensional and unambiguous direction. The paper is aimed at scientific identification and legitimation of antinomical pedagogy. On this basis its tool opportunities are disclosed using A.S. Makarenko experience for solving love conflicts-paradoxes in juvenile educational environment. The main approach to study is an antinomic principle. This allows us to consider opposites as necessary equal components of a certain holistic process (phenomenon) and suggests ways of adapting to them. The following results are obtained in the study. Firstly, the essential, substantive and instrumental characteristics of the antinomic dialectics are established and scientifically substantiated. Secondly, mechanisms for realizing its methodological potential in Makarenko educational system. Thirdly, some problems and perspectives of the study of antinomy as a pedagogical and educational phenomenon are indicated. The materials of the article can be useful in modeling, designing and developing modern younger generation education systems, and also as a heuristic tool for studying the problems of development and improving antinomical pedagogy.