Shvatanja o pojmu u logici, psihologiji i pedagogiji

Abstract

Polazeći od značajne uloge koju usvajanje i razvoj pojmova ima za intelektualno vaspitanje učenika, usvajanje i razvoj pojmova predstavlja jedan od ključnih zadataka savremene nastave. Polazište za koncipiranje procesa usvajanja pojmova u nastavi predstavljaju shvatanja o pojmu u okviru logike, psihologije i didaktike. Razlike u definisanju pojma proističu iz razlika koje postoje u teorijskim orijentacijama koje se bave problemom pojma, njegovog nastajanja, usvajanja i razvoja, a sami problemi u vezi sa određenjem pojma, počev od njegovog definisanja pa sve do definisanja pojma "pojma", stari su koliko i sama logika kao filozofska disciplina. Teškoće koje su se javljale u oblasti rešavanja problema adekvatnog definisanja i objašnjenja suštine pojma odnose se, pre svega, na razrešenje prirode odnosa između pojma i predstave. Savremena shvatanja naglašavaju da se pojmovi ne mogu shvatati kao statične nepokretne forme mišljenja zbog toga što sama objektivna stvarnost koja predstavlja njihovo saznajno ishodište nije statična i nepromenljiva, već je, naprotiv, veoma složena, dinamična, u neprestanom razvoju i menjanju. Shvatanja o pojmu u okviru didaktike refleksija su shvatanja pojma u okviru logike i psihologije, s tim što se u okviru didaktike naglasak stavlja na proces usvajanja i razvoja pojma u nastavi.

The importance of acquiring and developing notions in pupil’s intellectual education leads to the conclusion that it has been a key task of modern teaching activity. The concept of notion in logics, psychology and didactics is a starting point of acquiring notions in teaching activity. Different definitions of the term are the result of divergent theoretical orientations that consider phenomenon, its origin, acquisition and development, and thus, practical problems of precise definition from its explanation to interpretation are as old as logics - philosophical discipline. The difficulties in solving the problem of adequate definition and explanation of the term relate primarily to determining the relation between the notion and its idea. Contemporary reflections emphasize the fact that notions cannot be considered as static, motionless forms of thinking because the objective reality which is their source of appearance is not static and unchangeable but on the contrary, very complex, dynamic, continuously developing and changing. The concept of notion in didactics is a reflection of the term in logics and psychology, thus, didactics points out its acquisition and developmental procedure in teaching activity.