Descriptive and prescriptive concept of education

Abstract

The analysis of pedagogical statements in which we include definitions of pcdaogical concepts brings us Io the conclusion I hat pedagogy uses the same categorical apparatus when it forms the theoretical thought about education and when it forms opinions about moral and practical questions of education, in other words, in pedagogical discourse the differentiation of theoretical from practical language about education is not even mentioned. The fact that different levels of language are not distinguished is supported by the use of pragmatic and prescriptive concepts of education in the so-called general pedagogical (theoretical and epistemological) discourse. The author stresses the point that the programatic concept of education in the science which goes under the definition of »science about the laws of upbringing and education« is completely useless.