Learning the history of pedagogy

The history of pedagogy broadens the horizons of pedagogical knowledge. It occurs due to its receipt of new knowledge about the past, and by providing new opportunities themselves in the space of pedagogical culture. The history of pedagogy is not just a constant source of quantitative increment (expansion) of pedagogical knowledge; it is also the source of its continuous reconstruction, qualitative change and transformation. The history of pedagogy is the only true teaching, i.e. teaching, adequate to logic pedagogical thinking. It manifests itself not only in the history of education and actual correlation of different pedagogical approaches and ideas, but in pedagogical thought and practice, in all possible forms and at all possible levels. And a variety of phenomena of educational thought, and a variety of phenomena of pedagogical practice, and a variety of phenomena occur for the first time historically necessary being associated with specific historical circumstances. But having arisen, they inevitably logically self-justify themselves at the points of their dialogue with other pedagogical phenomena, other “teaching worlds.” In this logical “self-substantiation” pedagogical phenomena are constantly appearing in space of continuing dialogues. In these dialogues constant updating of pedagogical resources phenomena, their reinterpretation, the discovery of new arguments, development, and enrichment take place.