Pedagogical knowledge axiology: a palette of views and logical-epistemological code

Abstract

Based on the analysis of epistemological works, the spectrum of components reflecting the value-loaded pedagogical knowledge is designated: a) knowledge embedded in the cultural environment; knowledge that has become a cultural phenomenon; b) knowledge enabling to solve practical problems relevant to the society; c) knowledge, recognized from the point of view of epistemological attributes, methods for its production, “protoform” and the degree of empirical, theoretical and contextual validity; d) pedagogical knowledge as a part of social reality or, otherwise, social determination of pedagogical knowledge. The third and the fourth components are discussed in detail. The project of “incorporating” pedagogy into the philosophical and epistemological glossary is presented: the categories of quantity and quality, of the part and the whole, identity and difference, form and content, essence and phenomenon, direct and indirect knowledge, pedagogical concept, judgment, inference analyzed in the light of an individual’s awareness of the way of its obtaining and degree of reliability. “Minto code” (complex cases of a causal analysis of the pedagogical field) is given a special attention. “Social determination of academic pedagogical cognition” is presented as a “lower layer” of the value-loaded knowledge.