Some Antinomies and Contradictions Encountered in Educational Theory and Practice

Considering theory and practice, education consists of many problems, antinomies and paradoxes in itself. Solutions of these problems have been proposed by educators and philosophers of education. However, some of these problems seem to be difficult to deal with. It is impossible to set forth a detailed explanation of the entire paradoxes and antinomies in this study. The task is to pay attention to certain antinomies. The concept of antinomy, which is understood as “paradox” and “contradiction”, refers to the contradiction between two laws, namely, two principles each of which is valuable on its own right. That means both thesis and antithesis are accurate, valid, and “eligible to make laws”. Hence principles which generate antinomies cannot be reduced to one another, furthermore to be able to solve the problem either one of them must be neglected or additional superior principal must be added. That kind of solution should remain open to discussion. In the context of education, the main antinomies and contradictions follow: “Transference and Spontaneity”, “Discipline and Freedom”, “Enforcement and Will”, “Education and System of Government”, “Technicality and Ambiguity”, “Curriculum-Standards and Change”, “Responsibility and Exams” etc. Considering the context of education there is a contradiction between those pair of concepts. Yet in the case of education, none of them could be abandoned. Considering and questioning those dichotomies are inevitable for theoretical and practical aspects of education and improvement of the education programme. Namely, one should walk on thin ice about those issues and revise constantly. It is clear that educational approaches disregarding those issues are not helping to solve the problem. In fact, all kind of education-related discussions revolves around those problems. So we should begin by contemplating the aforementioned.