DIALECTICAL UNITY OF POSITIVE AND NEGATIVE FEEDBACK AS A FACTOR IN THE DEVELOPMENT OF THE PEDAGOGICAL SYSTEM

A theoretical justification is provided for the significance of the dialectical unity of positive and negative feedback in the progressive development of the pedagogical system. The definition of the pedagogical system is further specified as an integrated entity characterized by a regular functional interconnection of its elements, which is open, self-referential, capable of responding to external challenges, enhancing its level of organization, and undergoing transformation. The concepts of positive and negative feedback are examined through the lens of a systemic-synergetic approach, equating them with integrative and differential processes. Their dialectical unity ensures the pedagogical system’s capacity for continuous development and positive transformation. The study also analyzes the detrimental consequences of the predominance of either positive or negative feedback within the pedagogical system and outlines strategies for achieving their optimal balance. A correlation is established between positive feedback and motivational functions, whereas negative feedback is associated with educational and corrective roles. The research explores the role of dialectical unity between positive and negative feedback in attaining communicative balance and consensus, which serve as prerequisites for the effective functioning and advancement of the pedagogical system. At the micro-level of the pedagogical process, the necessity of integrating both types of feedback is shown to align with the complementary nature of approval and objective, impartial control as methods of effective pedagogical interaction. It is noted that negative feedback mitigates deviations in the pedagogical process that disrupt systemic functioning, regulates student activity in accordance with established educational standards and normative requirements, whereas positive feedback fosters emotionally favorable interactions between students and educators and stimulates the learning process. The study emphasizes that to achieve maximum feedback efficiency in the educational process, strategies that integrate approval and criticism in a balanced manner should be employed. It is argued that both positive and negative feedback must exhibit characteristics such as constructiveness, alignment with pedagogical objectives, coherence with current tasks and educational contexts, methodological substantiation, and instrumental adequacy.