作为多学科方向的教育学:基础和方法

Anatoliy Furman
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引用次数: 0

摘要

在对任何成熟的科学学科、思想和任务的认识论参照系进行方法学定义的背景下,阐述了科学作为一门新的多学科科学学科的客体和主体,并给出了研究和实验事实,认为其主要表现在生命文化的实体化上。作者在2003-2006年的科学著作中提出的模块化发展内容的创新教育学,首次探索了有形的教育元过程,即所谓的正规教育与无形的、完全有效的、完全有影响的非正规教育之间的互补和完备性,它是一个人一生中心理文化发展和积极自我实现的决定因素。同时,对构建全人教育教学的国内外途径进行了结构-参数综合和比较分析。在这个理论的系统化方面,广泛使用的“教育学”、“教育科学”的定义的本质差异受到方法论的反思,并在乌克兰和国际研究人员的相关工作中对对象、主题、主题和内容进行比较比较。此外,乌克兰两种最著名的教育理论体系——V.O. Ohnevyuk和科米诺实验室的科学人员,以及A.V. Furman和他的科学学派的代表——也受到了有意义的批判性分析。结果证明,第二种体系在方法论上更加平衡和充实,在理论上是多学科和多学科的。为了支持这一点,作者提出了一个非常独特和有效的元方法光学构造,即先前创建的四个模型配置器的复杂系统组合:A)教育活动理论;b)生命文化方法论;c)创新模式-模块化发展教育的组织技术;d)以整体创新的教育实践取代传统教育实践的基础社会心理学实验,在每个案例中结合和综合了作为研究复杂发展对象的关于民族教育的多学科比例人道主义知识。作为所有这些智力个人努力的结果,以及情境、动机、主动和后主动思维活动时期的实现,作者在2006年首次创建了一个更复杂的理论系统的方法论计划图,并将其作为一门综合科学学科。它是多主体研究的对象,即社会的生命文化空间在有形和无形的教育过程的两个领域的统一中的特殊的模块图式表现,同时也是一个新的科学方向或新的科学学科的一定的、大多是整体的、多参数的主体,具有其独特的思想和原则,类别和规律,概念和方法,其建设,功能和发展。提出的计划图作为问题模块化思维活动的有效方法论工具的启发式可能性已经得到论证,这使得根据科学学派明确商定的计划在生命文化方向组织跨学科研究成为可能。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Educology as a polydisciplinary direction: fundamentals and methodologems
On the background of the methodological definition of the epistemes’ reference set of any full-fledged scientific subject, ideas and tasks, the object and subject of e d u c o l o g y as a new polysubject scientific discipline are formulated, as well as research and experimental facts are given, it is argued the main its m e t h o d vita-cultural substantiation. It is proved that the innovative educology of the modular-developmental content in the author’s scientific works in 2003-2006, for the first time explores in mutual complementarity and completeness the visible educational meta-process, or the so-called formal education, and the invisible but completely valid and totally influential, i.e. informal education, which is determining factor in psychocultural development and positive self-realization of a person throughout life. At the same time, the results of the structure-parametric synthesis and comparative analysis of domestic and foreign approaches to the creation of a holistic teaching on education are highlighted. In this theoretical aspect-systematization, essential differences of the widely available definitions of “educology”, “educational science” are subjected to methodological reflection as well as objects, subjects, main themes and contents are subjected to a comparative comparison in the relevant works of Ukrainian and international researchers. In addition, two of the most famous theoretical systems of educology in Ukraine were subjected to meaningful critical analysis – V.O. Ohnevyuk’s and scientific staff of the cognominal laboratory and A.V. Furman’s and representatives of his scientific school. As a result, it was proved that the second system is more methodologically balanced and substantiated, theoretically poly-subject and multi-disciplinary. To support this, an exceptionally unique and effective author’s construction of metamethodological optics is argued, namely a complex-system combination of four previously created model-configurators of: a) theory of educational activity, b) vita-cultural methodology, c) innovative model-organizational technology of modular-developmental education, d) fundamental socio-psychological experiment on the replacement of traditional educational practice with an integrally innovative one, that in each individual case combines and synthesizes multi-subject ratio-humanitarian knowledge about national education as a researched complex-developmental object. As a result of all these intellect-personal efforts and the realization of the situational, motivational, active and post-active periods of thinking activity, in 2006 the author created for the first time a methodological plan-map of a more complex theoretical system e d u c o l o g y as a synthetic scientific discipline. It is a special modular-schematic representation of the object of poly-subject study, namely the vita-cultural space of society in the unity of its two spheres the visible and invisible educational process, and at the same time a certain, mostly integral and multi-parameter, subject of a new scientific direction or a new scientific discipline with its individual ideas and principles, categories and regularities, concepts and methods of its construction, functioning, development. Heuristic possibilities of the offered plan-map as an effective methodological tool of problem-modular thinking activity have been argued, that makes it possible to organize interdisciplinary research in the vita-cultural direction according to a clearly agreed program of the scientific school.
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