Epistemological Format ofPedagogical Science and Evidence-based Pedagogy

• Published in: Vysšee obrazovanie v Rossii (Print) Vol. 27; no. 10; pp. 136 - 145
• Main Authors: Korzhuev, A. V., Antonova, N. N.
• Format: Journal Article
• Language: English
• Published: Moscow Polytechnic University 03.12.2018
• Subjects: abductive model of reasoning; empirical; epistemological format; evidence-based pedagogy; pedagogical science; problematic content; theoretical and contextual argumentation
• ISSN: 0869-3617; 2072-0459
• DOI: 10.31992/0869-3617-2018-27-10-136-145

The article addresses the problem of epistemological basis of pedagogy and its research methods. This is particularly relevant in the light of the formation of theoretical framework in peda­gogy. The following topical themes are discussed in the article: a) inductive, hypothetico-deductive and abductive reasoning in pedagogy, b) causal explanations of pedagogical phenomena, c) argu­mentation of pedagogical conclusions and consequences, including empirical, theoretical and con­textual types of argumentation. The authors briefly touch upon the logical interpretation of “norm” and “evaluation” in pedagogy. The problems related to pedagogical theory constructing are identi­fied including incompleteness of abductive model, insufficient evidence of all types of pedagogical argumentation and causal interpretation, and lack of clarity of the category “measure”.