THE DEVELOPMENT OF OSVITOLOGIIA: COMPARATIVE PEDAGOGY

Abstract

In the focus of the article are the object, subject, purpose, status and tasks of comparative pedagogy in the context of the establishment and development of the scientific school of the intergrated research of education – osvitologiia; it is proved that osvitologiia contributes to a different interpretation of comparative pedagogy in the scientific educational space and osvitological approach enables to overcome disciplinary barriers in comparative studies and reach a higher productive level provided by the methodology of interdisciplinary and multidisciplinary approaches. Comparative study as an educational discipline introduces the laws of the global educational process to the students, enables them to acquire the capacity for distinguishing the common, special and singular in the development of educational systems, promotes the development of general and pedagogical culture. The study of the discipline should largely concentrate on the analysis of positive and negative effects of foreign experience of the development of education, thus, enabling deeper understanding of internal problems, prevention mistakes and miscalculations, increase of the efficiency of the national educational system and use of the world experience. The course plays an important role in improving students’ methodological culture, provides them with new methods of research, demonstrates the best traditions of humanistic pedagogy and raises awareness of the complexity and ambiguity of the phenomenon of education.