Modern Types of Historiographic Sources in Pedagogy

Abstract

The article deals with modern types of sources in pedagogical historiography. Studying sources is an integral part of any science. Taking into account that pedagogical historiography considers pedagogy development and pedagogical views of scholars, it is very important to trace recent trends in educational thought. But epochs are changing, and nowadays this process is very fast, so, new types of sources are appearing. Thus, it is relevant to explore these sources. Therefore, the purpose of the paper is to study modern types of sources in pedagogical historiography. The tasks are: to find out, distinguish and describe innovative types in pedagogical historiography sources in comparison with traditional ones; to deliberate the classification of the mentioned phenomena. Such research methods as analysis and synthesis in historiography, source studies, historiography and pedagogical source studies were used. The results of the problem study allowed drawing the following conclusions. Both modern and traditional sources can be divided into types, families and kinds. Two of three types of pedagogical historiography sources (namely oral and written) have their reflection in modern means of storage and transition information. Modern kinds of oral sources can be represented by oral scientists’ reports, speeches in debates, discussions of educational issues, on-line pedagogical conferences and webinars etc. However, some of them can exist in traditional forms too (they are scientists’ speeches; consultations of scholars; discussions of educational issues). All traditional families of written sources in pedagogical historiography (namely narrative, didactic and documentary ones) have their reflection in modern means of storage and transition information. All kinds of written sources can be found both in traditional and modern forms, the exception is blogs. All varieties of sources have important but not the same meaning for pedagogical historiography. The conditional classification of modern pedagogical historiography sources was deliberated and presented in the article.

Класифікація Сучасних Джерел Педагогічної Історіографії

“…Keywords [10], Я. Калакура [12], Т. Фалейс [1; 2]) глибоко досліджують не лише теоретичні, методологічні та практичні питання історіографії та джерелознавства (Н. Коляда [13]), але також висвітлюють зв'язки цих історичних наук, активно обговорюючи класифікацію джерел (Л. Голубнича [7; 8], О. Петренко [14]), науковий апарат історіографії та джерелознавства, його структуру та джерельну базу історіографії (Л. Голубнича [9], І. Стражникова [18]).…”

“…Однак попередні дослідження не повністю описали питання сучасних видів джерел педагогічної історіографії. Крім того, запропонована умовна класифікація сучасних джерел педагогічної історіографії (Л. Голубнича [9]) підлягає уточненню.…”

“…Беручи за основу класифікацію історіографічних джерел, запропоновану Я.Калакурою [12] та класифікацію історико-педагогічних джерел, подану Д.Раскіним [16, с. 85-98], ми розглянули джерела з точки зору педагогічної історіографії та склали власну класифікацію [9].…”

Professional Pedagogical Culture: Historical Culturological Aspect

“…Generalizing modern scholarly works that reveal the historical cultural aspect of professional pedagogical culture, there are several spheres of research: defining the essence of culture as philosophical categories modern types of historiographic sources in pedagogy (Holubnycha et al, 2019); disclosure theoretical and practical foundations of this phenomenon in the context of European vector (Grineva, et al, 2018); highlighting individual aspects of teacher`s professional culture, development of students' intercultural competence at the tertiary level (Luka, 2007).…”

Improving the Legal Support of Linguistic and Cultural Aspects of Language Learning at School

“…Language is a sign system that reflects "the level of development of philosophical thinking inherent in a certain ethnic group, that is, it reflects the features of the perception of the world and oneself in this world (Holubnycha et al, 2019;Nerubasska and Maksymchuk, 2020).…”