Axiology of education in perspective of the pedagogy of dialogue

Abstract

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.