The concept of "context" and contextual approach in education

Abstract

The article considers the application of the concept of “context” in modern education both within the context approach and outside the context approach, established in the scientific school of A.A. Verbitsky. Context as a semantic phenomenon is key in the description of the human psyche and therefore acts as an important scientific category. This concept can become a General humanitarian category, while it should also become a tool of practice. In Russian pedagogy and psychology on the basis of this understanding was formed contextual approach. There are many other studies, both in our country and abroad, which use the concept of “context” to describe the phenomena of education. The advantage of the Russian school of contextual approach is the systematic development of both the specific content of the concept and methodology of the General psychological context approach, and its various applications, primarily in the field of education. In its framework, the principles and methods of contextual education, as well as the concept of the educational environment of the context type, the context of the textbook of the context type, etc. Based on the analysis of the practice of applying the concept of “context” both in the context approach and beyond, the conclusion is made about the prospects for the use of the concept of “context” in pedagogical research and practice.