Высшее образование в России
Т. 27, Вып. 10, С. 136-145
Аннотация:
The article addresses the problem of epistemological basis of pedagogy and its research methods. This is particularly relevant in the light of the formation of theoretical framework in pedagogy. The following topical themes are discussed in the article: a) inductive, hypothetico-deductive and abductive reasoning in pedagogy, b) causal explanations of pedagogical phenomena, c) argumentation of pedagogical conclusions and consequences, including empirical, theoretical and contextual types of argumentation. The authors briefly touch upon the logical interpretation of “norm” and “evaluation” in pedagogy. The problems related to pedagogical theory constructing are identified including incompleteness of abductive model, insufficient evidence of all types of pedagogical argumentation and causal interpretation, and lack of clarity of the category “measure”. © 2018 Vysshee Obrazovanie v Rossii. All rights reserved.
Коржуев А. В. Андрей Вячеславович 1961-
Антонова Н. Н.
Korzhuev A. V. Andrej Vyacheslavovich 1961-
Antonova N. N.
Epistemological format of pedagogical science and evidence-based pedagogy
Текст визуальный непосредственный
Высшее образование в России
федеральное государственное бюджетное образовательное учреждение высшего образования "Московский политехнический университет"
Т. 27, Вып. 10 С. 136-145
2018
Обзор
Abductive model of reasoning Empirical Epistemological format Evidence-based pedagogy Pedagogical science Problematic content Theoretical and contextual argumentation
The article addresses the problem of epistemological basis of pedagogy and its research methods. This is particularly relevant in the light of the formation of theoretical framework in pedagogy. The following topical themes are discussed in the article: a) inductive, hypothetico-deductive and abductive reasoning in pedagogy, b) causal explanations of pedagogical phenomena, c) argumentation of pedagogical conclusions and consequences, including empirical, theoretical and contextual types of argumentation. The authors briefly touch upon the logical interpretation of “norm” and “evaluation” in pedagogy. The problems related to pedagogical theory constructing are identified including incompleteness of abductive model, insufficient evidence of all types of pedagogical argumentation and causal interpretation, and lack of clarity of the category “measure”. © 2018 Vysshee Obrazovanie v Rossii. All rights reserved.