SEMIOLOGICAL MEANS OF SCIENTIFIC AND PEDAGOGICAL COGNITION
Background. The language of pedagogical science as the main means of expressing scientific positions requires special attention, because it expresses scientific thoughts and presents new knowledge. Obviously, it should be accurate, avoiding ambiguity and uncertainty. Therefore, one of the actual tas...
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| Format: | Article |
| Language: | English |
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Science and Innovation Center Publishing House
2024-12-01
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| Series: | Russian Journal of Education and Psychology |
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| Online Access: | https://rjep.ru/jour/index.php/rjep/article/view/714 |
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| author | Victoria V. Dobrova |
| author_facet | Victoria V. Dobrova |
| author_sort | Victoria V. Dobrova |
| collection | DOAJ |
| description | Background. The language of pedagogical science as the main means of expressing scientific positions requires special attention, because it expresses scientific thoughts and presents new knowledge. Obviously, it should be accurate, avoiding ambiguity and uncertainty. Therefore, one of the actual tasks of modern pedagogy is to improve, develop and systematize the conceptual and terminological system.
The purpose of the study is to consider semiological means used in scientific and pedagogical cognition in order to identify, differentiate and analyze them, as well as to describe the author's toolkit for researching pedagogical concepts.
Materials and methods. The methodological basis of the study is the research techiques of pedagogical semiology and cognitive linguistics: content analysis, system-structural analysis, comparative analysis, method of interpretation, which allows to understand more deeply the functioning of the language of pedagogical science, to form and convey pedagogical meanings, to fix pedagogical phenomena in the language.
Results. The language of pedagogical science is based on words and expressions of a special kind, i.e. a special semiological system that comprises terms and notions. However, the unit of semantic representation of scientific reasoning is a concept. It represents a logical structuring of scientific ideas about the pedagogical object, so it’s rational to operate the term “concept” as a certain collective property of pedagogical activity, as well as a semantic core of culture.
Pedagogy has its own set of leading concepts to be described and studied. Therefore, we proposed a multistage toolkit for such conceptual analysis. The first stage is to place a pedagogical concept in the general term field of pedagogy. The second stage is to define the concept boundaries and its conceptual field with subordinate and revealing concepts. The third stage is the creation of classification, empirical verification and development of a systemizing model of the pedagogical concept. With the help of the proposed semiological toolkit it is possible to claim a full disclosure of the content of pedagogical concept in the conceptual pedagogical picture of the world.
EDN: LOLQPK |
| format | Article |
| id | doaj-art-cca22d774bd44b4986dcdc0386254fbe |
| institution | Kabale University |
| issn | 2658-4034 2782-3563 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Science and Innovation Center Publishing House |
| record_format | Article |
| series | Russian Journal of Education and Psychology |
| spelling | doaj-art-cca22d774bd44b4986dcdc0386254fbe2025-08-20T03:41:50ZengScience and Innovation Center Publishing HouseRussian Journal of Education and Psychology2658-40342782-35632024-12-0115615216610.12731/2658-4034-2024-15-6-714714SEMIOLOGICAL MEANS OF SCIENTIFIC AND PEDAGOGICAL COGNITIONVictoria V. Dobrova0Samara State Technical UniversityBackground. The language of pedagogical science as the main means of expressing scientific positions requires special attention, because it expresses scientific thoughts and presents new knowledge. Obviously, it should be accurate, avoiding ambiguity and uncertainty. Therefore, one of the actual tasks of modern pedagogy is to improve, develop and systematize the conceptual and terminological system. The purpose of the study is to consider semiological means used in scientific and pedagogical cognition in order to identify, differentiate and analyze them, as well as to describe the author's toolkit for researching pedagogical concepts. Materials and methods. The methodological basis of the study is the research techiques of pedagogical semiology and cognitive linguistics: content analysis, system-structural analysis, comparative analysis, method of interpretation, which allows to understand more deeply the functioning of the language of pedagogical science, to form and convey pedagogical meanings, to fix pedagogical phenomena in the language. Results. The language of pedagogical science is based on words and expressions of a special kind, i.e. a special semiological system that comprises terms and notions. However, the unit of semantic representation of scientific reasoning is a concept. It represents a logical structuring of scientific ideas about the pedagogical object, so it’s rational to operate the term “concept” as a certain collective property of pedagogical activity, as well as a semantic core of culture. Pedagogy has its own set of leading concepts to be described and studied. Therefore, we proposed a multistage toolkit for such conceptual analysis. The first stage is to place a pedagogical concept in the general term field of pedagogy. The second stage is to define the concept boundaries and its conceptual field with subordinate and revealing concepts. The third stage is the creation of classification, empirical verification and development of a systemizing model of the pedagogical concept. With the help of the proposed semiological toolkit it is possible to claim a full disclosure of the content of pedagogical concept in the conceptual pedagogical picture of the world. EDN: LOLQPKhttps://rjep.ru/jour/index.php/rjep/article/view/714language of pedagogypedagogical terminological fieldsemiological meanspedagogical notionpedagogical concept |
| spellingShingle | Victoria V. Dobrova SEMIOLOGICAL MEANS OF SCIENTIFIC AND PEDAGOGICAL COGNITION Russian Journal of Education and Psychology language of pedagogy pedagogical terminological field semiological means pedagogical notion pedagogical concept |
| title | SEMIOLOGICAL MEANS OF SCIENTIFIC AND PEDAGOGICAL COGNITION |
| title_full | SEMIOLOGICAL MEANS OF SCIENTIFIC AND PEDAGOGICAL COGNITION |
| title_fullStr | SEMIOLOGICAL MEANS OF SCIENTIFIC AND PEDAGOGICAL COGNITION |
| title_full_unstemmed | SEMIOLOGICAL MEANS OF SCIENTIFIC AND PEDAGOGICAL COGNITION |
| title_short | SEMIOLOGICAL MEANS OF SCIENTIFIC AND PEDAGOGICAL COGNITION |
| title_sort | semiological means of scientific and pedagogical cognition |
| topic | language of pedagogy pedagogical terminological field semiological means pedagogical notion pedagogical concept |
| url | https://rjep.ru/jour/index.php/rjep/article/view/714 |
| work_keys_str_mv | AT victoriavdobrova semiologicalmeansofscientificandpedagogicalcognition |