The integrating function of philosophical, psychological-pedagogical and methodological knowledge in the study of the categories “alienation” and “mastering”

On the basis of evolution of philosophical knowledge the essential characteristics of the category “alienation” are revealed; the psychological and pedagogical peculiarities of the category, applied to educational activity, are uncovered. It is stated that the most productive one is the scientific approach considering alienation not isolated but in the context of the category “mastering” as its binary opposition. It is demonstrated that the precedence of mastering over alienation sets another methodology of learning organization that is oriented not only towards the compensation of negative consequences of students’ alienation of school but also towards the gradual mastering of the functions by school students, belonging to the “generic essence of man”. On the methodological level there is suggested the model of lesson, building on the comprehension of the self-concept as the attitude of “evident” (the result of reflexion) towards “obliged” (aim) and integrating the target setting, reflexion and self-concept of schoolchildren in unified whole.