BRANCH SPECIALIZATION OF PEDAGOGICAL SCIENCE

Abstract

The article is devoted to the analysis of the state of the branch specialization of the national pedagogical science and the theoretical foundations of this process. To implement the purpose of the article, the principles of separation of pedagogical science into scientific specialties are analyzed, the factors that testify to the formation of scientific and pedagogical specialties are determined, and the contradictions in the branch specialization of pedagogical science are singled out. The article formulates the conditions under which sectoral specialization accelerates and inhibits the development of pedagogical science. According to formal signs, studies that are conducted within the framework of certain scientific and pedagogical specialties correspond to their passports, but the most important actual educational problems, which are the most complicated, complex, large-scale are put beyond the attention of scientists. Therefore, for the further development of pedagogical science, it is important to ensure a closer connection between its branch structure, research areas and topical educational problems. It is possible in conditions when the fields of general pedagogy and the history of pedagogy will become really leading, and studies in all other fields will be subordinated to paradigmatic studies organized within this field. In the final part, the conclusion is drawn that the modern paradigm of pedagogical science does not ensure the balance of the processes of differentiation and integration of scientific knowledge, the close connection between theory and practice, and the systemic coverage by studies of topical educational problems.