Novosibirsk State Pedagogical University Bulletin, 2018, No.2, pp.103-118
UDC: 
37 378

Philosophical and methodological reflection of educational theory as a phenomenon of scientology

Korzhuev A. V. 1 (Moscow, Russian Federation), Ikrennikova 2 (Moscow, Russian Federation), Nikitina E. . 3 (Moscow, Russian Federation), Ryazanova E. L. 4 (Moscow, Russian Federation)
1 I.M. Sechenov First Moscow State Medical Universit, Moscow, Russian Federation
2 K.G. Razumovsky Moscow state University of Technologies and Management
3 Moscow City Pedagogical University
4 I.M. Sechenov First Moscow State Medical University
Abstract: 

Introduction. The problem of the article is addressed to clarify the question of how the content of practical pedagogical knowledge accumulated by the society can be understood from the point of view of an epistemologically correct theoretical scheme, to what extent this scheme itself is now formed in the methodology of pedagogy and what are the immediate prospects for such formation. The aim of the article is to reveal the epistemological coding of the modern state of educational theory as an object of research reflection and the prospects for its further formation.
Materials and Methods. Among our research methods, we consider it possible to include: analysis of literature on the topic of the work, a theoretical substantive generalization, heuristic synthesis, the formulation of a hypothesis about the possible content and activity filling the field of reflection of researchers in the field of pedagogy, and a prospectus of further approaches to the study of the problem.
Results. The modern initial stage of the theoretical interpretation of pedagogy is identified, the difficulties of which are explained by the polyphony of coding: the object of pedagogy, its fundamental foundations, the rules for deducing consequences from general provisions, the correct implementation of generalizations and analogies, and the methods for carrying out the experiment and identifying experimental confirmation of an experted theory. As the nearest stage in the solution of these problems, the authors design correct theoretical constructs of a restricted nature which must include the following aspects: identifying weak research development of several segments of pedagogical reality, raising hypotheses about the possibility of describing them from the point of view of the positively valuable educational outcome for the learner and the ways of achieving it, finding the criteria for its evaluation and implementing them in a diagnostic format.
Conclusions. The presented variant of polyaspect reflection of the results of educational research based on the theoretical scheme covers both retrospective and prospective reflective forms; it also shows all the procedures traditionally indicated by psychologists: stopping, removing, fixing, reviewing, objectifying; allows educational researchers to evaluate their investigations according to scientific norms which achieve a theoretical status. All the theses of the problematic format presented in the article are a possible field of application for beginning researchers.

Keywords: 

Pedagogical research; Pedagogical theory; Methodology of pedagogy; Methodological reflection; Polyspectra reflection; Problematic format of consideration; Theoretical construction of a character

References: 
  1. Korzhuev A. V., Popkov A. V., Ryazanova E. L. Reflection and Critical Thinking In the Context of Higher Education. Pedagogy, 2002, no. 1, pp. 18–22. (In Russian) URL: https://elibrary.ru/item.asp?id=24072195  
  2. Popkov A. V., Korzhuev A. V. Reflexive strategies educational activities in higher professional education. Monograph. Moscow, Institute of Education Management of the Russian Academy of Education Publ., 2004, 201 p. (In Russian) URL: https://elibrary.ru/item.asp?id=19898467  
  3. Semenov I. N., Stepanov S. Yu., The problem of the formation of types of reflection in solving creative problems. Voprosy Psychologii, 1982, no. 1, pp. 99–104. (In Russian) URL: https://elibrary.ru/item.asp?id=18916861
  4. Alexander P. A. Reflection and Reflexivity in Practice Versus in Theory: Challenges of Conceptualization, Complexity, and Competence. Educational Psychologist, 2017, vol. 52, issue 4, pp. 307–314. DOI: http://dx.doi.org/10.1080/00461520.2017.1350181  
  5. Baxter Magolda M. B. Evolution of a Constructivist Conceprualozation of Epistemological Reflection. Educational Psychologist, 2004, vol. 39, issue 1, pp. 31–42. DOI: https://doi.org/10.1207/s15326985ep3901_4  
  6. Beck C., Kosnik C. Reflection-in-Action: In Defence of Thoughtful Teaching. Curriculum Inquiry, 2001, vol. 31, issue 2, pp. 217–227. DOI: http://dx.doi.org/10.1111/0362-6784.00193  
  7. Belvis E., Pineda P., Armengol C., Moreno V. Evaluation of reflective practice in teacher education. European Journal of Teacher Education, 2013, vol. 36, issue 3, pp. 279–292. DOI: http://dx.doi.org/10.1080/02619768.2012.718758  
  8. Burhan-Horasanlı E., Ortaçtepe D. Reflective practice-oriented online discussions: A study on EFL teachers’ reflection-on, in and for-action. Teaching and Teacher Education, 2016, vol. 59, pp. 372–382. DOI: https://doi.org/10.1016/j.tate.2016.07.002
  9. Coney C. L. Critical Thinking in its Contexts and in Itself. Educational Philosophy and Theory, 2015, vol. 47, no. 5, pp. 515–528. DOI: https://doi.org/10.1080/00131857.2014.883963
  10. Feucht F. C., Brownlee J. L., Schraw G. Moving Beyond Reflection: Reflexivity and Epistemic Cognition in Teaching and Teacher Education. Educational Psychologist, 2017, vol. 52 (4), pp. 234–241. DOI: https://doi.org/10.1080/00461520.2017.1350180
  11. Finefter-Rosenbluh I. Behind the scenes of reflective practice in professional development: A glance into the ethical predicaments of secondary school teachers. Teaching and Teacher Education, 2016, vol. 60, pp. 1–11. DOI: https://doi.org/10.1016/j.tate.2016.07.028  
  12. Fox A., Allan J. Doing reflexivity: moments of unbecoming and becoming. International Journal of Research and Method in Education, 2014, vol. 37, issue 1, pp. 101–112. DOI: https://doi.org/10.1080/1743727X.2013.787407  
  13. Gardiner G. Teleologies and the Methodology of Epistemology. Henderson D. & Greco J. (eds.) Epistemic Evaluation: Purposeful Epistemology. Oxford University Press Publ., 2015, pp. 31–45. URL: https://philpapers.org/rec/GARTAT-8
  14. Hofer B. K. Shaping the Epistemology of Teacher Practice Through Reflection and Reflexivity. Educational Psychologist, 2017, vol. 52 (4), pp. 299–306. DOI: https://doi.org/10.1080/00461520.2017.1355247  
  15. Jay J. K., Johnson K. L. Capturing complexity: a typology of reflective practice for teacher education. Teaching and Teacher Education, 2002, vol. 18, issue 1, pp. 73–85. DOI: https://doi.org/10.1016/S0742-051X(01)00051-8  
  16. Jurow A. S. Cultivating Self in the context of transformative professional development. Journal of Teacher Education, 2009, vol. 60, issue 3, pp. 277–290. DOI: https://doi.org/10.1177/0022487109336895  
  17. Körkkö M., Kyrö-Ämmälä O., Turunen T. Professional development through reflection in teacher education. Teaching and Teacher Education, 2016, vol. 55, pp. 198–206. DOI: https://doi.org/10.1016/j.tate.2016.01.014
  18. Lundie D. The Givenness of the Human Learning Experience and its Incompatibility with Informational Analytics. Educational Philosophy and Theory, 2017, vol. 49, no. 4, pp. 391–404. DOI: https://doi.org/10.1080/00131857.2015.1052357
  19. Mann S. J., Walsh S. RP or 'RIP': a critical perspective on reflective practice. Applied Linguistics Review, 2013, vol. 4 (2), pp. 291–315. DOI: http://dx.doi.org/10.1515/applirev-2013-0013  
  20. Noormohammadi S. Teacher Reflection and its Relation to Teacher Efficacy and Autonomy. Procedia – Social and Behavioral Sciences, 2014, vol. 98, pp. 1380–1389. DOI: https://doi.org/10.1016/j.sbspro.2014.03.556  
  21. Pritchard D. Epistemic Virtue and the Epistemology of Education. Journal of Philosophy of Education, 2013, vol. 47 (2), pp. 236–247. DOI: https://doi.org/10.1111/1467-9752.12022  
  22. Ross L., Nisbett R. E. The person and the situation: Perspectives of social psychology. Moscow, Aspect Press Publ., 1999, 429 p. (In Russian) URL: http://www.evolkov.net/soc.psychol/Ross.L.Nisbett.R/
  23. Sarivan L. The Reflective Teacher. Procedia – Social and Behavioral Sciences, 2011, vol. 11, pp. 195–199. DOI: https://doi.org/10.1016/j.sbspro.2011.01.060
  24. Selmo L., Orsenigo J. Learning and Sharing through Reflective Practice in Teacher Education in Italy. Procedia – Social and Behavioral Sciences, 2014, vol. 116, pp. 1925–1929. DOI: https://doi.org/10.1016/j.sbspro.2014.01.496  
  25. Zeichner K., Liston D. Teaching student teachers to reflect. Harvard Educational Review, 1987, vol. 57, no. 1, pp. 23–49. DOI: https://doi.org/10.17763/haer.57.1.j18v7162275t1w3w
Date of the publication 30.04.2018