Constructivism and objectivism as alternative methodological foundations of training and teaching respectively

The article presents an analysis of constructivism and objectivism as alternative paradigmatic attitudes of modern didactics, acting in the forms of pedagogical objectivism and epistemological objectivism, respectively. Based on Russian and foreign philosophers and educators, the reasons for the advantages and disadvantages of the compared approaches are revealed, rooted in ignoring the dialectical method to the essence of education. The work is interdisciplinary, written at the intersection of philosophy, pedagogy and sociology.