On the objective of pedagogical cognition and on the scientificity criteria of its results

Abstract

Abstract. The article is devoted to the consideration of issues related issues related to objectives of pedagogical cognition and to criteria of results' scientificity obtained during the implementation of pedagogical research initiatives. The theoretical approaches that define the paths of cognition of education phenomena by the pedagogical science are critically analyzed in the paper. The problem of the search for reserves of renewal and development by the modern pedagogical science is also comprehended in the article.

Problems Of An Interdisciplinarity In Comparative Education In The Information Age

“…That is here we observe multidisciplinary only within the pedagogy itself. In the full sense such interdisciplinary studies cannot be considered even at the internal level of one science since according to Mirsky there are only two components of interdisciplinarity entirely: organizational and information (Lukatskii, 2016;Mirskiy, 1980Mirskiy, , 2001, and the first methodological component is not perceived as a subject of research, which in education is multidisciplinary, but for comparative education by definition it is mono-disciplinary within comparative pedagogy.…”

“…The very quality of education, being an integral characteristic, requires an interdisciplinary approach to its measurement by interdisciplinary instruments (Lukatskii, 2016).…”

“…Again, we are observing interdisciplinarity: one subject of evaluation is a specially organised team of different specialists using interdisciplinary information support (Lukatskii, 2016).…”