Features of Use of Paradigmatic Approach in Research on History of Education and Pedagogical Thought

Abstract

The article identifies the features and substantiates the algorithm for using the paradigmatic approach in research on the history of education and pedagogical thought. In this regard, the concept of “pedagogical paradigm” is clarified, which is considered as a theoretical position or theory accepted by the scientific community as a standard, a model for solving research problems and capable of justifying and implementing a holistic model of education. It is shown that in the course of competition between different approaches to solving pedagogical problems the so-called binary oppositions are formed – polar points of view, and the opposition between them reflects the genesis of pedagogical theory within certain chronological frameworks. Attention is paid to quantization, which is the deployment of phases of the pedagogical paradigm. On this basis, the algorithm has been defined, i.e. the sequence of actions when applying the paradigmatic approach in research on the history of education and pedagogical thought, including: analysis of philosophical and pedagogical concepts, ideas, positions that led to qualitative changes in public education policy, theory and practice of education during the period under analysis; identification within the pedagogical concepts of binary oppositions – polar points of view on the essence of education, the criteria for selecting the content of education, forms and methods of educational activities; determining the impact of new pedagogical paradigms on mass educational practice.