Maieutics as a methodological principle of pedagogical managment: philosophical reconstruction and educational implications

Abstract

The article examines the topical issue of maieutics as a methodological principle of pedagogical management through the lens of philosophical reconstruction and analysis of educational implications. It is substantiated that the dominance of the technocratic paradigm in contemporary educational management reduces subject-to-subject interaction to linear administrative procedures, depriving pedagogical management of its essential connection with the nature of subjectivity. It is demonstrated that the maieutic principle ensures the transition from the logic of external influence to the logic of knowledge generation from within. У статті досліджено актуальну тему маєвтики як методологічного принципу педагогічного менеджменту крізь призму філософської реконструкції та аналізу освітніх імплікацій.