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dc.contributor.authorSeviaryn, S. N.
dc.contributor.authorSaidzi, A. Ev.
dc.contributor.authorKukushkina, A. G.
dc.date.accessioned2020-09-25T06:27:56Z
dc.date.available2020-09-25T06:27:56Z
dc.date.issued2020
dc.identifier.citationThe article reveals the essence of the concept “methodological strategy of pedagogical research”, focuses attention on the potential of polyparadigmin pedagogical research, the alternative of scientific ideals, methodological strategies, approaches, methods, criteria for solving a specific scientific and pedagogical problem, the potential polyconceptuality – the variability of pedagogical concepts (values, educational goals), content and technologies, development scenarios and models of educational systems of the future. The hierarchy of methodological concepts (paradigm, strategy, approach) is presented, as well as the author’s typology of potential strategies for post-non-classical pedagogical research, including into monodisciplinary, interdisciplinary and transdisciplinary methodological strategies, which differ in methodological guidelines, type of reflection and the “nature” of the methodological sources of research. The transdisciplinary strategy of pedagogical research implies interpretation of educatru_RU
dc.identifier.issne-ISSN: 2357-1330
dc.identifier.urihttp://rep.brsu.by:80/handle/123456789/1452
dc.description.abstractThe article reveals the essence of the concept “methodological strategy of pedagogical research”, focuses attention on the potential of polyparadigmin pedagogical research, the alternative of scientific ideals, methodological strategies, approaches, methods, criteria for solving a specific scientific and pedagogical problem, the potential polyconceptuality – the variability of pedagogical concepts (values, educational goals), content and technologies, development scenarios and models of educational systems of the future. The hierarchy of methodological concepts (paradigm, strategy, approach) is presented, as well as the author’s typology of potential strategies for post-non-classical pedagogical research, including into monodisciplinary, interdisciplinary and transdisciplinary methodological strategies, which differ in methodological guidelines, type of reflection and the “nature” of the methodological sources of research. The transdisciplinary strategy of pedagogical research implies interpretation of education as a complex multidimensional phenomenon characterized by multifactorial, non-linear development; centering on the “human dimension” of education. The implementation of the transdisciplinary methodological strategy is represented as the result of convergence of pedagogy with culture and science. Designing a methodological research strategy demands to construct a system of methodological approaches, defining a system-forming approach, and ensuring the functional complementarity of approaches. In this case the attention of the scientific community is focused on the specificity and functional complementarity of interdisciplinary, transdisciplinary, humanitarian, technological methodological strategies in the context of specific pedagogical research as an imperative of post-non-classical pedagogical scienceru_RU
dc.language.isoenru_RU
dc.publisherEuropean Proceedings of Social and Behavioural Sciences EpSBSru_RU
dc.subjectInterdisciplinaryru_RU
dc.subjecttransdisciplinaryru_RU
dc.subjecttechnological strategies of researchru_RU
dc.titlePOST-NON-CLASSICAL PEDAGOGICAL RESEARCH STRATEGIESru_RU
dc.typeArticleru_RU


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