LEARNING BY ACTION - THEORETICALLY JUSTIFIED AND HARD TO APPLY IN PRACTICE

The article presents the pedagogical aspects and difficulties of the otherwise well-founded theory of the advantages of active learning in the scientific literature. Stepping on the extensive philosophy of education and the psychology of learning, this theory is widely popularized as a foundation on which modern education should take place. An attempt is made to summarize the main components of learning through action, as well as the difficulties faced by the Bulgarian teacher who seeks to include them in his or her specific work, also taking into account the requirements of the particular Bulgarian school environment at present. The transition to the new system of work calls for working upon personal qualities and demands toward the teacher, as well as for the theoretical and practical preparation of future teachers for their professional activity. The proposed solution to the problem of the difficulty in applying the theory of active learning is sought in the achievements of the world experience of teaching practitioners which could relate to our school reality.