Proceedings of the 7th International Conference on Innovative Research in Education
Year: 2024
DOI:
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Factors Having Influence on Development and Tabula Rasa Theory
Natalia Tchkonia, Tamar Diasamidze, Zurab Vakhania
ABSTRACT:
Probably, in all areas of pedagogy and psychology in the whole world, the “progressive” doctrine of education – the theory of Tabula Rasa – is taught. It was formulated in the 17th century by the father of empiricism J. lock. He believes human mind/soul, at birth, is like a blank slate on which only subsequent impressions or empirical experiences “will be written”. Thus, it was already in the 17th century, when the deep conflict, very actual for philosophy, psychology and pedagogy even now, was conceived: the confrontation between the learned and the innate, which was also connected with the confrontation between the conscious and the unconscious. For centuries there has been a debate about which of these two main factors is more important. The first example of an extreme is outstanding talent (in certain direction) “Talent cannot be simply instilled from the outside… On the other hand, talent is not completely predetermined, given in a ready form, prior to any development. Nothing develops purely immanently only internally, but nor does anything begin to develop without any internal conditions. If a person is strong and has a strong inner faith, passion or aptitude, then they live as their inner strive dictates. But if the internal beginning is weak, then the environment becomes decisive. The fallacy of the Tabula Rasa theory can be practically confirmed by any experienced and attentive educator or teacher. The goal of self-education of a mature person should be in compliance with their inner aptitudes and ability (even the one that awoke late).
keywords: aptitude, empiricism, internalisation, nativism, predisposition