Axiology of education in perspective of the pedagogy of dialogue
Standardisation is the feature of modern school education. Its result is a replacement of goals described in value categories with the goals expressed in the form of competences. This understanding may lead the pedagogy to the so called axiological heteronomy. The present article calls for the need of connection between the schools educational activity and pedagogical axiology. The sources of pedagogical axiology should not be rooted in the external codes of values or norms, but in the experience of educational reality. The meaning of the pedagogy of dialogue is presented from this perspective. The analysis of dialogical structure of human being describes the experience of presence of the other human not only in phenomenological, but also in hermeneutical categories – exposure of the meaning of ethical foundation of human being belongs to its essence. The dialogical ‘hermeneutics of presence’ can be understood as the existential reference point for formation of individual moral sensibility, ethical convictions and for pedagogical axiology.
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