Novosibirsk State Pedagogical University Bulletin, 2018, No.5, pp.108-126

Theoretical standard of pedagogical knowledge: Correct scientific and problem description of educational reality, hypothesis and final results of the study

Korzhuev A. V. 1 (Moscow, Russian Federation), Ikrennikova Y. B. 2 (Moscow, Russian Federation), Nikitina E. K. 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

Introduction. The authors investigate the problem of determining the epistemological foundations of pedagogical knowledge. The purpose of the article is to establish epistemological foundations of theoretical standard in pedagogical knowledge.
Materials and Methods. The research employed a set of methods, including: a) an analysis of scientific literature on the topic of the article; b) a synthesis of generalized philosophical and scientific ideas, ideas of domain-specific research methodology of natural sciences and their influence on educational research methodology; c) clarifying the content of modern pedagogical knowledge, forms of its presentation to scientific and professional community, and methods of obtaining new pedagogical knowledge.
Results. The article proposes an idea about such categories as "objective subject reality" and "scientific-subject reality" unrepresented in theoretical education studies. The authors clarify the epistemological construct called "theoretical standard of pedagogical knowledge". It consists of scientific-problem description of educational reality, fixing the difference between an educational event and a scientific fact, the subject of education and the idealized scientific object of pedagogics, the correct nomination of problems and hypotheses and their epistemological verification.
Conclusions. The authors conclude that the methodological concept of "theoretical standard of pedagogical knowledge" can become a reference point in the process of establishing pedagogics as epistemologically verified humanitarian knowledge.


Objective reality; Scientific pedagogical reality; Theoretical norm in pedagogy; Scientific and pedagogical fact; Idealized object; Scientific and pedagogical problem; Theoretical coding of results; Confirmation hypotheses

  1. Zuev V. V. On the way to the theory of biological taxonomy. Philosophy of Science and Technology, 2016, vol. 21, no. 1 pp. 36–54. (In Russian) URL:
  2. Ivin A. A. Modern Philosophy of Science. Moscow, High School Publ., 2005, 592 p. (In Russian) URL:
  3. Korzhuev A. V., Sokolova A. S. Мethods for revealing incomplete topical fragments of pedagogical knowledge. Integration of Education, 2017, no. 3, pp. 469–479. (In Russian) URL:
  4. Rozin V. M. Methodology. Formation and the current state. Moscow, Moscow Psychological and Social Institute Publ., 2005, 414 p. (In Russian) URL:
  5. Rozova S. S. Problems of psychic reality (Answer to messrs doubt and ignorance). Bulletin NSU: Psychology, 2012, vol. 6, issue 1, pp. 86–95. (In Russian) URL:
  6. Sapunov M. B. To the problem of reality in history and philosophy of science. Higher Education in Russia, 2012, no. 2, pp. 147–155. (In Russian) URL:
  7. 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:
  8. Barczyński B. J., Kalina R. M. Science of martial arts – example of the dilemma in classifying new interdisciplinary sciences in the global systems of the science evaluation and the social consequences of courageous decisions. Procedia Manufacturing, 2015, vol. 3, pp. 1203–1210. DOI:
  9. Magolda M. B. B.  Evolution of a constructivist conceprualozation of epistemological reflection. Educational Psychologist, 2004, vol. 39, issue 1, pp. 31–42. DOI:
  10. Brezinka W. Philosophy of Educational Knowledge: An Introduction to the Foundations of Science of Education, Philosophy of Education and Practical Pedagogics. Dordrecht, Springer Publ., 1992, 303 p. DOI:
  11. Coney C. L. Critical thinking in its contexts and in itself. Educational Philosophy and Theory, 2015, vol. 47, issue 5, pp. 515–528. DOI:
  12. Hanan A. A. What is critical about critical pedagogy? Conflicting conceptions of criticism in the curriculum. Educational Philosophy and Theory, 2018, vol. 50 (10), pp. 903–916. DOI:
  13. Karpov A. O. The problem of separating the notions of “knowledge” and “information” in the knowledge society and its education. Procedia – Social and Behavioral Sciences, 2017, vol. 237, pp. 804–810. DOI:
  14. Kornienko A. A. The concept of knowledge society in the ontology of modern society. Procedia – Social and Behavioral Sciences, 2015, vol. 166, pp. 378–386. DOI:
  15. Korjuev A. V., Madzhuga A. G., Kislyakov P. A., Amirof A. F., Sokolova A. S., Ikrennikova Yu. B. Semantic content of pedagogic knowledge and problem of comprehencion. Ponte, 2017, vol. 73, no. 10, pp. 274–280. URL:
  16. Koskinen H. J. antecedent recognition: some problematic educational implications of the very notion. Journal of Philosophy of Education, 2018, no. 52 (1), pp. 178–190. DOI:
  17. Letiche H. Bewildering pedagogy. Journal of Curriculum and Pedagogy, 2017, vol. 14, issue 3, pp. 236–255. DOI:
  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:  
  19. Mallaband B., Wood G., Buchanan K., Staddon S., Mogles N. M., Gabe-Thomas E. The reality of cross-disciplinary energy research in the United Kingdom: A social science perspective. Energy Research & Social Science, 2017, vol. 25, pp. 9–18. DOI:
  20. Pisoňova M. Philosophical explication of requirements on the process of education – Novelty or Relic? XLinguae, 2016, vol. 9 (1), pp. 83–90. DOI:
  21. Pritchard D. Epistemic virtue and the epistemology of education. Journal of Philosophy of Education, 2013, no. 47 (2), pp. 236–247. URL:
  22. Shepperd J. Heidegger on transforming the circumspect activity of spatial thought. Educational Philosophy and Theory, 2016, vol. 48, issue 8, pp. 752–763. DOI:
  23. Snaza N. Aleatory entanglements: (Post) humanism, hospitality, and attunement – A response to Hugo Letiche. Journal of Curriculum and Pedagogy, 2017, vol. 14, issue 3, pp. 256–272. DOI:
  24. Leś T. The research potential of educational theory: On the specific characteristics of the issues of education. Educational Philosophy and Theory, 2017, vol. 49, issue 14, pp. 1428–1440. DOI:
  25. Wettersten J. On the unification of psychology, methodology, and pedagogy: Selz, Popper, and Agassi. Kluwer Academic Publishers, 1987, vol. 18, issue 4, pp. 1–14. DOI:


Date of the publication 31.10.2018