The concept of the subject of pedagogical activity: philosophical analysis

The article delves into the philosophical analysis of the concept of the subject of pedagogical activity. The concept of the subject in the context of pedagogical activity has long been a subject of philosophical inquiry. The authors focus on the well-known principle of subject-to-subject relations, wherein both the educator and the learners are considered subjects of activity, has gained prominence in educational discourse. The authors argue that despite the attractiveness of this approach, it has certain limitations. To be considered a subject of pedagogical activity, individuals must meet specific requirements. Therefore, the authors of the article suggest that assuming all learners are a priori subjects of pedagogical activity is a flawed assumption. This article aims to provide a rationale for this thesis and spark a discussion on this topic. Much in this matter hinges on the definition of the concept of the subject of pedagogical activity. In conclusion, the concept of the subject of pedagogical activity warrants a nuanced philosophical analysis to elucidate the complexities inherent in attributing subjecthood in educational settings. By delineating the criteria for subject status and deconstructing the notion of universal subjectivity, this article contributes to the ongoing discourse on the nature of pedagogical relationships and the dynamics of agency within educational frameworks.