UDC37.013.3:929 ROLE AND PLACE OF STUDY ON SYSTEMATIZATION IN SCIENTIFIC PEDAGOGICAL THEORY AND EDUCATIONAL PRACTICE
DOI: https://doi.org/10.51706/2707-3076-2020-3-3
Abstract
The article deals with the doctrine of systematization of scientific and pedagogical knowledge,
determines its role and place in the theory and methodology of pedagogy as well as educational practice. The
author establishes the connection between the influence of the development of the methodological doctrine of
systematization in pedagogy on overcoming the modern methodological and information crisis of scientific and
pedagogical knowledge. It is the crisis in the systematization of already accumulated scientific and
pedagogical knowledge and the predominant orientation of researchers to obtain non-systemic pedagogical
knowledge that determines the relevance of methodological awareness of the role and place of the doctrine of
systematization.
The doctrine of systematization is a relevant and important component of modern methodology of
pedagogy; it has systemic features and its structure comprizes knowledge of individual and similar forms of
systematization (classification and typology, taxonomy) of scientific pedagogical knowledge having complex
and not always unambiguous relationships which need to be further researched.
The article considers the role and place of the doctrine of systematization in the methodology of
pedagogy; it also deals with the plurality and multifaceted definitions of the concept of systematization in
scientific theory and educational practice, which can claim the role of a universal dialectical method. The
results of the application of the historical-biographical approach in the study of Mendelieiev’s biography testify
not only to the similarity, but also to the unifying commonality of systematization for scientific activity of
scientists and practical educational activity of teachers. This makes it possible to justify the need to actualize
the use of adapted to the educational process forms of systematization as scientific methods of cognition in
educational practice, teaching and learning
