The methodology is a teaching, in which the process of organizing activities is examined. The study is carried out consistently. In the structure of knowledge stand out levels of research methodology. Let us consider them in more detail.
E. G. Yudin singled out:
All levels of scientific methodology in a certain way interrelated with each other. All of them have a planned independent movement.
It serves as a content foundation.Its essence is formed by the general principles of cognitive activity and the categorical structure of the entire industry as a whole. It is presented in the form of philosophical knowledge and is developed using specific methods. There is no rigid system of technical methods or norms, leading to dogmatization of knowledge. The structure consists of landmarks and prerequisites for activity. They include:
Philosophy plays a dual role in methodology:
It reflects the universal connection and mutualconditionality of processes and phenomena of the surrounding reality. The system approach guides theorists and practitioners to consider events as structures that have their own patterns of functioning and their structure. Its essence lies in the fact that relatively isolated elements are not considered autonomously, but in interrelation, in movement and development. This approach allows us to discover the integrative properties of the system and the qualitative characteristics that are absent in the elements separately.
To use the system approach, you needrealization of the principle of unity of educational theory, practice and experiment. Pedagogical experience acts as an effective criterion for the truth of positions, knowledge, developed and tested at the empirical level. Practice is also becoming a source of new educational problems. Consequently, the theoretical and experimental levels of methodology science can find the right solutions. However, the global problems that arise in the practice of education, raise new questions. They, in turn, require a fundamental study.
Methodological issues of pedagogy and psychologyhave always been considered the most relevant. The study of the phenomena occurring in the educational process from the standpoint of dialectics allows us to identify their qualitative originality, their interrelations with other events. According to the principles of theory, training, development, education of future specialists are studied in relation to the specific conditions of professional activity and social life.
Considering levels of methodology, we can not say in detail about their role in thedetermining the prospects for the development of discipline. First of all, this is due to the presence of noticeable tendencies towards the integration of knowledge, a complex assessment of the phenomena of objective reality. Today, the boundaries that divide levels of methodology, often quite conditional.In social disciplines, for example, the data of mathematics, cybernetics are used. Information is also being applied to other sciences that did not previously claim to implement methodological tasks in a specific public study. The links between disciplines and directions have significantly strengthened. The boundaries between educational theory and the general psycho-personal concept, between pedagogy and physiology, and so on, become increasingly conventional.
Levels of methodology today are undergoing qualitative changes.This is due to the development of disciplines, the formation of new facets of the subject of study. In this situation it is necessary to maintain balance. On the one hand, it is important not to lose the subject of study - directly psychological and pedagogical problems. At the same time, it is necessary to direct concrete knowledge to the solution of fundamental questions.
Today, the gap is increasingly evidentbetween philosophical and methodological issues and the direct methodology of psychological and educational cognition. As a result, experts increasingly go beyond the study of a particular subject. Thus, a kind of intermediate levels of methodology. There are quite topical problems.At the same time they are not yet solved by philosophy. In this connection, it becomes necessary to fill the vacuum with concepts and regulations. They will allow to advance in the improvement of the direct methodology of psychological and pedagogical knowledge.
Psychology and pedagogy today areas a kind of a polygon for the application of methods used in exact disciplines. This, in turn, is the strongest stimulus for the development of mathematical sections. In the course of this process of objective growth, it is inevitable to introduce elements of absolutization of quantitative research methods to the detriment of qualitative assessments. This trend is particularly pronounced in foreign educational disciplines. There, mathematical statistics often act as a universal solution to all problems. It is determined by the following. Qualitative analysis within the framework of psychological and pedagogical research often leads to conclusions unacceptable for power structures. At the same time, the quantitative approach makes it possible to achieve concrete results in practice, gives ample opportunities for ideological manipulation both within these disciplines and beyond.
In the professional activity, the subject actsas a defining link. This position follows from the general sociological pattern of the increasing role of the human factor in history, social development within the framework of social progress. At the same time, accepting this statement at the level of abstraction, a number of researchers deny it in any given situation. More and more recently, the opinion is expressed that in the "person-machine" system, a less reliable element is a specialist. Often this circumstance leads to a one-sided interpretation of the relationship between the individual and technology in the labor process. In such subtle matters, truth must be sought at the psychological, educational, and philosophical and social levels.
The methodology of pedagogy implements the descriptive,that is, a descriptive, and non-descriptive (normative) function. Their presence determines the differentiation of the bases of the discipline into two categories. To the theoretical include:
The regulatory grounds cover:
These grounds delineate the objective areacognitive process. The results obtained can serve as sources of replenishment of the content of the methodology itself and the methodological reflexion of the specialist.
