Pedagogical interaction between teachers and students: mythologized vs real world

Straipsnyje atskleidžiamas mokytojo ir mokinio pedagoginės sąveikos sudėtin-gumas, jos daugiaprasmiškumas. Pedagoginės sąveikos aiškinimas reikalauja gilaus mokslinio – filosofinio bei praktinio – konstruktyvistinio realybės suvokimo. Nurodoma, jog pedagoginė sąveika gali būti grindžiama dviem kultūromis: viena iš jų aiškina realybę praeityje atsiradusio supratimo pagrindu, antra – dabarties pedagogo kultūrai būdingais principais. Atskleidžiama pedagoginių mitų, mitologemų sąveika. Apibūdinama, kaip šie dariniai funkcionuoja peda-goginėje realybėje. Mitologinis mąstymas nagrinėjamas paraleliai su moksliniu. Aiškinama, kaip mokslinė idėja pedagoginėje praktikoje virsta mitu, nes ne visuomet yra paisoma kultūros kontekstų įvairovės bei stokojama supratimo, į kurią ugdymo kultūrą mokslinė idėja apeliuoja.The article reveals the complexity of the pedagogical interaction between a teacher and a student and its multi-sensibility. The explanation of pedagogical interaction requires deep scientific-philosophical and practical-constructivist perception of reality. It has been indicated that pedagogical interaction can be based on two cultures: one of them explains reality on the basis of the understanding that occurred in the past, another one explains it with the principles characteristic to the culture of a contemporary teacher. The interaction between pedagogical myths and mythologemes has been revealed. It has been described how these constructs function in pedagogical reality. Mythologized thinking has been analysed in parallel with scientific thinking. It has been explained how a scientific idea in pedagogical practice turns into a myth because not always the diversity of the contexts of culture is taken into account and there is a lack of understanding to which educational culture a scientific idea is appealing. The essence of scientific and empirical reasoning has been defined, their similarities, differences, features of expression in the diversity of the paradigms of modern education have been revealed. It has been indicated that when a scientific statement in pedagogical reality is accepted without a certain paradigmatic context that actualizes it, in this case a scientific idea loses its efficiency and does not influence the context of pedagogical interaction