Jeļena Davidova, Irēna Kokina


The understanding of a human development and consequently of the educational process in the contemporary Latvia’s pedagogy has the following accents:

  • student’s activity in learning/teaching process;
  • activity as a base for the development;
  • all-round and harmonious development;
  • individuality as the unity of qualities of the activity subject (Žogla, 2001a).

As the present-day situation has most seriously affected such elements of the pedagogical process as study aims, didactic principles, study forms, methods and content, these elements were taken as criteria for the analysis of the classification of didactic models. In the contemporary Latvia’s pedagogy, the priority is given to the approaches where the stress is laid on human behavior (behaviorism), democratic organization of education (pragmatism), development of human personality (humanism) and epistemology of education (constructivism).

This paper is concerned with approaches, their analysis within the paradigm of a contemporary pedagogy, as well as with the analysis of the classification of didactic models developed by I. Žogla (Žogla, 2001b, 2001c) and I. Maslo (Maslo, 2001) based on the criteria determined by the authors of the paper.

KEYWORDS: pedagogical paradigm, pedagogical approach, didactic model, criteria for the analysis of didactic models, contemporary school.


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