Understanding the categories of concrete and abstract as a necessary condition for effective didactics

The idea is substantiated that the search for ways to improve education will be successful provided that all subjects of the process master the dialectical method of thinking, which, in turn, is impossible in conditions of a stereotypical distorted view of the concrete and abstract. This problem has not been sufficiently studied and requires further research on a philosophical basis. The article is interdisciplinary in nature, written at the intersection of philosophy, pedagogy, and social psychology.