DOI: https://doi.org/10.36719/2706-6185/55/6-11
Elza Mollayeva
Baku State University
Doctor of Pedagogical Sciences
https://orcid.org/0000-0002-5128-8214
elzamollayeva@rambler.ru
The Place and Role of Pedagogical Anthropology in the
System of Pedagogical Sciences
Abstract
The article extensively explains the historical evolution of upbringing and education in the socio-political and psychological-pedagogical levels of pedagogical anthropology. From ancient times to the present day, the role of pedagogy—education, upbringing, training, and development in general—in the improvement of humanity, in the transformation of man from an individual into a personality, is instilled in students through this subject. What is the essence of pedagogical anthropology, which has been included in Azerbaijani pedagogical science in recent years, and what does it contain? What is its specificity? How did the term “pedagogical anthropology,” the main direction of this science, arise and take shape?
Pedagogical anthropology is included in pedagogy as one of its main components, and in order to better understand the essence of pedagogical anthropology, it is necessary to deeply master the science of pedagogy. Pedagogy is a science that involves the improvement of man and groups of people through training, education, and upbringing. Pedagogical anthropology forms the foundation of pedagogy, and the study of the human education process is carried out by pedagogical anthropology, which is a branch of pedagogy. This direction answers all questions related to human nature, education and upbringing, human groups and society, and man in general. If we imagine the hierarchy of pedagogical anthropology in terms of structure as a pyramid, its fundamental base is man as both the object and the subject of the educational process.
Keywords: anthropology, pedagogical anthropology, history of education, history of pedagogy, theory of pedagogy