Философски извори на интерактивността в образованието
Philosophical Sources of Interactivity in Education

Summary/Abstract: This article explores the philosophical grounds of interactivity in education through analyzing the interrelations between the notions of interactivity, intersubjectivity and community of inquiry. It argues that the interactivity in education cannot be limited to simply using interactive teaching techniques or informational technologies, but is based on certain kind of relationships in the social environment. The intersubjectivity is the philosophical foundation of the interactivity in education. Of importance in educational context is the so called practical intersubjectivity, which is essentially connected with the action as creative problem solving in the experience. Some transformations of the notion of community of inquiry in the classical American Pragmatism (bei Ch. S. Peirce, J. H. Mead and J. Dewey) are compared in order to highlight their characteristics as practical intersubjectivity. The interactive education is optimal when realised according to the model of community of inquiry as a form of practical intersubjectivity. The community of inquiry is comprehended both as methodological teaching approach, but also as a holistic and transformative educational model, which explores values, relationships, attitudes, structures and procedures in education. Applying this model makes possible to distinguish between truly interactive and seemingly interactive educational interaction and can direct and foster efforts for change and growth both on the level of educational policies and on the individual level of professional development of teachers and school principals.

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