Contributions of the Mescheryakov Experiment to think contemporary pedagogy

Abstract

The present paper has three parts. In the first one, it is briefly presented the notions of students’ capacity/inability to discuss the philosophical foundations that hide under these notions, specifically, innatism and the "physiological" posture. In the second, we refer to a practical experience known as “the Mescheryakov experiment” with the intention of rescuing some general and specifically determined theoretical conclusions that help to understand about the underlying causes of the problem raised. In the final section, we refer to an essay by the philosopher Evald Ilienkov, who talks directly with the practical experience that we bring up. Within this framework, we outline some ideas about the role of the pedagogue in educational practices.