Scientific and pedagogical knowledge as an ontological phenomenon

Aleksandr Grigorevich Bermous
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Abstract

The article observes the forms and the essence of scientific and pedagogical knowledge as a gnoseological category. The terms «scientific knowledge»,«scientific and pedagogical knowledge», «historical and pedagogical knowledge» are differentiated. The key factors which cause reinterpretation of the contemporary education phenomenon in respect of the fundamental aspects of human beingness are described. Specific features of the research on pedagogical reality have been compared by means of epistemological, logical-gnoseological, anthropological and ontological approaches. Scientific and pedagogical knowledge is considered as a component of more general scientific and humanitarian knowledge. The article also notes the role of pedagogical tradition which seals pedagogical knowledge into a hermeneutic circle. Moreover, a wide range of definitions of the concept «scientific and pedagogical knowledge» have been compared. Key problems affecting the process of scientific and pedagogical cognition in the context of postmodern have been highlighted. Namely, the question of the authenticity of scientific and pedagogical knowledge, its incompleteness, ambiguity, its dependence on the result of the modern reality transformation and also its close connection with the process of historical development of society. The text emphasizes the importance of individual's existential experience in the context of social cultivationof a person. The article states that pedagogical knowledge has been influenced by such processes as total informatization, digitalization and technologization of pedagogical process both negatively and positively. The acceleration is identified as a tendency in all spheres of life and it leads to the education refocus - a refusal from long-term forecasts in favor to implementation of short-term practice-oriented educational projects. The dichotomy between pedagogical theory and everyday pedagogical practice is considered as one of the main ontological problems of scientific and pedagogical knowledge. The most common properties of scientific and pedagogical knowledge are formed according to the standpoint of modern methodology of education. The article emphasizes the importance of scientific and pedagogical knowledge popularization as the way of implementation of educational function of pedagogics and promotion of pedagogical culture in society.
科学和教学知识作为一种本体论现象
本文将科学知识和教学知识作为一种灵知范畴来考察其形式和本质。术语“科学知识”、“科学和教学知识”、“历史和教学知识”是有区别的。阐述了从人的基本方面重新解释当代教育现象的关键因素。从认识论、逻辑-诺斯替学、人类学和本体论的角度比较了教学现实研究的特点。科学和教学知识被认为是更普遍的科学和人道主义知识的一个组成部分。文章还指出了教学传统的作用,它将教学知识封闭在一个解释学的循环中。此外,对“科学知识和教学知识”概念的广泛定义进行了比较。后现代语境下影响科学认知和教学认知过程的关键问题被凸显出来。即科学知识和教育知识的真实性问题,它的不完全性、模糊性、依赖于现代现实转化的结果以及它与社会历史发展过程的密切联系。文章强调了个体存在经验在人的社会培养背景下的重要性。教学过程的全面信息化、数字化、技术化等进程对教学知识产生了积极和消极的影响。这种加速被认为是生活各个领域的一种趋势,它导致了教育的重新聚焦——拒绝长期预测,转而实施以实践为导向的短期教育项目。教学理论与日常教学实践的二分法被认为是科学知识和教学知识的主要本体论问题之一。科学知识和教学知识的最共同属性是根据现代教育方法论的立场形成的。文章强调了科学的、教学性的知识普及是实现教育学教育功能、促进社会教育文化的重要途径。
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