CONCEPTUAL AND METHODOLOGICAL PRINCIPLES OF PERIODIZATION OF THE HISTORICAL AND PEDAGOGICAL PHENOMENON

Abstract

Based on the analysis of the achievements of the classical and modern philosophical, psychological and pedagogical knowledge, theoretical and methodological foundations for substantiating the periodization of the historical and pedagogical phenomenon are determined. In this regard, the general scientific, pedagogical and historical-pedagogical approaches have been characterized, their importance has been proved to ensure the narrative nature of the study, the unity and continuity of the historical-pedagogical process.It is proved that the periodization of historical and pedagogical phenomena is one of the most complex, complex and multilevel problems of scientific knowledge. Periodization requires a thorough study of the object of study, data related to the pedagogy of science, a developed scientific and methodological worldview of the researcher. Analysis of the state of periodization of historical and pedagogical phenomena will identify the most typical shortcomings in the implementation of this scientific task, so to create conditions for further development of methodological foundations of historical and pedagogical science.The article states that classical and modern philosophical teachings are reflected in general and specific scientific methodologies of historical and pedagogical research, the main provisions of which are interdependent and interact with each other. This approach ensures the objectivity and narrative of scientific research, which is aimed at justifying the periodization of the historical and pedagogical phenomenon. Analysis of the methodological foundations of the problem allows us to conclude that their specificity is a combination of the doctrine of cognitive and practical methods. Therefore, the definition of theoretical and methodological principles of studying periodization is not only a means of achieving a high level of generalization, but also a tool for the practical transformation of pedagogical reality on a scientific basis.