Pedagogy in the Сonstellation of Sciences: Methodological Dialogue and “Knowledge Transfer”

Abstract

According to representatives of the exact sciences, as well as philosophers and methodologists of the humanities, the epistemological status of pedagogy today is quite low. There are no verified regulations for the empirical, theoretical and contextual substantiation of conclusions and methods for obtaining them; the voices of the theoreticians of pedagogical science about the structure and component composition of pedagogical theory sound polyphonic. The differences between theory and concept, long recognized in the science of science, do not find the right understanding and response in pedagogical works. Pedagogy, being an integral member of the community of human sciences, must today enter into an active and meaningful scientific dialogue with methodologists, science scholars, humanists, who represent a “strong” version of human knowledge. De­scribed by the famous Russian philosopher L.A. Mikeshina’s methodological dia­logues prompted us to take up the urgently required concretization of the author’s interesting conclusions and arguments in relation to the methodology of pedagogy which L.A. Mikeshina presents as transfer of terms (extrapolation). Based on the analysis of the cited book and many works of philosophers and teachers, we man­aged to build a triad of criteria for correct extrapolation of terms: a) address cor­rectness; correspondence of the pedagogical sound of the term transferred to ped­agogy to that which is accepted in donor science; b) the creative focus of the transferred term; c) detachment from repetition of the well-known method of noise stylistic reproduction. As one of the examples of the transfer of knowledge into pedagogy, the author considers the absorption by the science of education of the stylistics of related sciences based on scientific metaphors. The second part of the article is devoted to the theoretical construction of pedagogy. A methodologi­cal screen of a particular pedagogical theory is presented, white spots of the topic are revealed, the idea of theoretical constructions in pedagogy, reflected qualita­tively and quantitatively, is proposed. The connection between the problem of knowledge transfer (1) and the theoretical construction of pedagogy (2) is shown.