Categorical and conceptual apparatus of pedagogy as a structural and content concept of pedagogical theory

Abstract

The article proposes the concept of studying the categorical-conceptual apparatus of modern pedagogy. In accordance with the demands of today, the expediency of its formation for the purpose of high-quality professional training of a highly qualified and competitive specialist is scientifically substantiated. It is found that for the study of the structure of the categorical-conceptual apparatus of pedagogy in a specific historical period, it is important to have a methodological analysis of pedagogical theories as components of pedagogical science, a clear understanding of the construction of a scientific theory, its content, subject and object. A structural and semantic analysis of the phenomenon of «pedagogical theory» has been carried out and a content analysis has been carried out. The theories of different features of classification are analyzed. It is proved that any theory consists of a set of structural elements. The structure of the theory is an internally differentiated, but integral system of knowledge, which is characterized by the logical interdependence of elements, the conditionality of the content of the theory by a certain set of statements and concepts – the initial foundation of the theory – in accordance with logical and methodological principles and rules. It is found that from the point of view of the formalized conceptual and terminological system, the intragroup hierarchy of relations in scientific terminology is determined by the conceptual and terminological fields formed by the terms of one group. It is proved that categories are a kind of indicator of the progress of scientific knowledge. By their completeness it is possible to determine the development of science, by the pace of development – the intensity of the movement of scientific thought. The key features of the categories are defined. The analyzed structure of concepts and categories, their functions in the process of cognition allows us to establish a number of indicators that distinguish these two phenomena from each other. The key characteristics of the concepts – volume and content – are defined. Structural and semantic analysis of pedagogical concepts and terms as components of pedagogical theory with a descriptor description of each term makes it possible to: carry out the necessary semantic and lexical selection of the content of pedagogical theory; to develop a pedagogical thesaurus, to study the history of formation and prospects for the development of the categorical and conceptual system of pedagogical science, etc.