Inductive Content of the Methodology of Pedagogical Research: Philosophical Classics and Modern Theoretical and Applied Reading of the Topic

Abstract

Pedagogical research has a complex character, a structured concept that con­nects the layer, subject-practical and scientific knowledge, relativity to the field of art and humanities, and rational natural science, because it fits correctly into the methodological framework of humanitarian research. From all the extensive logical and epistemological content, we single out the inductivism displayed in the title. This is due to the fact that pedagogical research involves the inevit­able immersion of the author’s theoretical concept in the educational environ­ment, in a variety of manifestations that are diverse in form and content, in­volving various experimental practices in the research process, interpreting the results, identifying the causal format of pedagogical phenomena, generalizing and extrapolating conclusions, obtained on limited samples of experiment parti­cipants, on the population. This allows us to assert that in pedagogical scientific research the tools of inductivism are widely represented, and we can turn to the corresponding ideas of inductivist classics. The undertaken analytical research will help to increase the methodological correctness of the presentation of re­search results by teachers participating in scientific research and by analysts who generalize their results and integrate them into the segment of available pedago­gical knowledge, as well as displaying the results in terms of novelty, expanding the available content of pedagogy, and proposing alternatives to present know­ledge. It is important that such methodological correctness will contribute to the meaningful implementation of scientific results in the practice of education.