**3. Categories of pedagogy**

The main categories of pedagogy reflect its essence. They include upbringing, development, education, and training of people. Significant categories are self-education, self-improvement, pedagogical process, and pedagogical interaction.

The concept of "pedagogical interaction" denotes the most significant specific feature of practical pedagogy and its *bilateral, subject-subject* nature. At the same time, a student is not simply present within the pedagogical process; he/she, like a teacher, acts as a participant or, more precisely, interacts, as he/she actively responds to actions of the teacher, and the latter builds further work taking into account the student's response to these actions. In the concept of "pedagogical interaction," the activity of the student and presence of interaction between its participants as subjects of the pedagogical process as a whole are emphasized. This is the

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Developing, every science enriches its theory, is filled with new content. At the same time, scientific differentiation of the most important research directions is carried out. The level of development of science as a whole is evaluated according to the degree of research

At present, the term "pedagogy" refers to an entire *system of pedagogical sciences* or branches

**1.** *General pedagogy* is *a basic scientific discipline* that studies basic laws of upbringing and education, theory of the pedagogical process, need, possibilities, and ways of its implementation.

**2.** *History of pedagogy* studies the evolution and the current state of pedagogical systems, goals, theory, and practice, the development of pedagogical learning, and the ideas for

**3.** *Comparative pedagogy* considers laws of functioning and development of educational and upbringing systems in different countries by comparing and finding similarities and

**4.** *Didactics* is a theory of learning, mainly studying content and technologies and methods of

**5.** *Private pedagogical methods* study laws of teaching and studying specific academic disci-

**6.** *Theory of upbringing* considers laws, principles, methods, means, and forms of upbringing. **7.** *Age pedagogy* studies peculiarities of upbringing, training, and education of a person at different stages of his life path, depending on specifics of educational activity within certain age groups. In particular, *preschool pedagogy, school pedagogy, pedagogy of vocational education, pedagogy of secondary specialized education, higher school pedagogy, and adult pedagogy* are

**8.** *Professional pedagogy* studies laws, carries out theoretical justification, and develops principles and technologies of education and upbringing of a person, oriented to a specific labor and professional sphere of activity. It engages in problems of improvement of professional skills, retraining of workers, and acquisition of a new occupation at mature age.

upbringing and training within different historical epochs.

teaching and learning in educational institutions.

plines in all types of educational institutions.

specificity of the modern subject-subject approach to the pedagogical process.

**4. The system of pedagogical sciences**

differentiation.

of pedagogy. They are:

differences.

distinguished.

Let us consider the essence of these categories.

Upbringing has two meanings in the pedagogical science. In the broad sense, it is the process of targeted influence on a person. The goal of education is accumulation by a human of a social experience necessary to live in society and formation of a certain system of values. In this case, upbringing is seen as a purposeful process of forming the intellect, spiritual, and physical forces of an individual, preparing it for life and active labor activity.

In the narrow sense, upbringing is a systematic, purposeful influence on people being educated in order to form certain specific qualities, views, beliefs, desired attitudes toward people, and phenomena of the surrounding world. Upbringing is also interpreted in the narrower concrete sense, as a solution to a certain educational task.

Self-improvement is the conscious and purposeful work of a person in shaping desired traits, personality qualities, and behaviors.

Training is a purposeful process of interaction between teachers and students in transfer and assimilation of social experience, formation of knowledge, skills, and abilities. In this case, activity of teachers is called teaching, and activity of students is learning [10, 11].

Training in a certain sense differs from upbringing by the degree of organization; the training process is defined more clearly and is characterized by the usage of special means of teaching.

Education is the process and result of mastering the levels of cultural heritage defined by society, mastering the system of knowledge, skills, and abilities, as well as forming a worldview, moral, and other qualities of the individual on their basis and development of creative forces and talents. Education is a pedagogically organized process aimed at the formation of a high level of individual development of a human.

Self-education is a purposeful and meaningful work of a person, connected with the search and mastering of knowledge.

Development is the process of becoming, formation, and improvement of a human's personality under the influence of external and internal, controlled and uncontrolled, and social and natural factors, among which purposeful education and upbringing play a leading role. In a narrower sense, development is understood as improvement of intellectual, physical, and other personal qualities.

The pedagogical process is a specially organized interaction of teachers and students in order to solve tasks of education, upbringing, education, and personal development. It is a chain of individual pedagogical interactions.

Pedagogical interactions are intentional mutual contacts of a teacher with a student, aimed at changes in behavior, activity, consciousness, psyche, and attitude of the student to the surrounding world.

The concept of "pedagogical interaction" denotes the most significant specific feature of practical pedagogy and its *bilateral, subject-subject* nature. At the same time, a student is not simply present within the pedagogical process; he/she, like a teacher, acts as a participant or, more precisely, interacts, as he/she actively responds to actions of the teacher, and the latter builds further work taking into account the student's response to these actions. In the concept of "pedagogical interaction," the activity of the student and presence of interaction between its participants as subjects of the pedagogical process as a whole are emphasized. This is the specificity of the modern subject-subject approach to the pedagogical process.

### **4. The system of pedagogical sciences**

**3. Categories of pedagogy**

pedagogical process, and pedagogical interaction.

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concrete sense, as a solution to a certain educational task.

personality qualities, and behaviors.

level of individual development of a human.

and mastering of knowledge.

other personal qualities.

rounding world.

individual pedagogical interactions.

Let us consider the essence of these categories.

The main categories of pedagogy reflect its essence. They include upbringing, development, education, and training of people. Significant categories are self-education, self-improvement,

Upbringing has two meanings in the pedagogical science. In the broad sense, it is the process of targeted influence on a person. The goal of education is accumulation by a human of a social experience necessary to live in society and formation of a certain system of values. In this case, upbringing is seen as a purposeful process of forming the intellect, spiritual, and

In the narrow sense, upbringing is a systematic, purposeful influence on people being educated in order to form certain specific qualities, views, beliefs, desired attitudes toward people, and phenomena of the surrounding world. Upbringing is also interpreted in the narrower

Self-improvement is the conscious and purposeful work of a person in shaping desired traits,

Training is a purposeful process of interaction between teachers and students in transfer and assimilation of social experience, formation of knowledge, skills, and abilities. In this case,

Training in a certain sense differs from upbringing by the degree of organization; the training process is defined more clearly and is characterized by the usage of special means of teaching. Education is the process and result of mastering the levels of cultural heritage defined by society, mastering the system of knowledge, skills, and abilities, as well as forming a worldview, moral, and other qualities of the individual on their basis and development of creative forces and talents. Education is a pedagogically organized process aimed at the formation of a high

Self-education is a purposeful and meaningful work of a person, connected with the search

Development is the process of becoming, formation, and improvement of a human's personality under the influence of external and internal, controlled and uncontrolled, and social and natural factors, among which purposeful education and upbringing play a leading role. In a narrower sense, development is understood as improvement of intellectual, physical, and

The pedagogical process is a specially organized interaction of teachers and students in order to solve tasks of education, upbringing, education, and personal development. It is a chain of

Pedagogical interactions are intentional mutual contacts of a teacher with a student, aimed at changes in behavior, activity, consciousness, psyche, and attitude of the student to the sur-

activity of teachers is called teaching, and activity of students is learning [10, 11].

physical forces of an individual, preparing it for life and active labor activity.

Developing, every science enriches its theory, is filled with new content. At the same time, scientific differentiation of the most important research directions is carried out. The level of development of science as a whole is evaluated according to the degree of research differentiation.

At present, the term "pedagogy" refers to an entire *system of pedagogical sciences* or branches of pedagogy. They are:


Depending on the type of professional activity, *engineering*, *production*, *medical*, *theatrical*, *sports*, *and military pedagogy* are distinguished.

exert a determining influence on development of a human. These two approaches to solving the most important pedagogical problem related to human development remain today as well. A special place in the development of pedagogical science, methodology of its research, is occupied by dialectics as the philosophical basis of cognition of the surrounding world. Its

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*Principles of dialectics* reflect the essence of a human, its inner world, and the place in the surrounding world. They reveal the strategy of scientific and pedagogical knowledge and give the most general guidelines in this complex process. For example, the philosophical *principle of universal communication* reflects the complexity of the surrounding world and its phenomena, including pedagogical ones. It focuses on the analysis of pedagogical phenomena in the relationship not only with their internal elements but also with external factors and conditions, without which a reliable result of scientific research cannot be obtained. Other philosophical principles perform a similar function. Thus, the *principle of development* indicates the need to study pedagogical phenomena in their dynamics and historical and logical sequence. The *principle of determinism* requires discovery of causality, the analysis of the phenomena

*Laws of dialectics* possess the role of mechanisms, by which it is possible to identify and formulate pedagogical problems, predict development of pedagogical phenomena, and find ways

*The law of unity and struggle of opposites* allows identifying contradictions in a pedagogical phenomenon, without which it is impossible to formulate a scientific problem, and this is an important step on the way to its solution. Examples of contradictions as the basis for formulation of a scientific problem are the contradictions between existing methods of teaching and new requirements for the learning process, conditioned by increasing the needs of training specialists.

*The law of mutual transition of quantitative and qualitative changes* allows predicting changes in pedagogical phenomena, to study the mechanism of their development. If due to the first law (of unity and struggle of opposites), it is possible to formulate a scientific problem; the second one helps to put forward a hypothesis on its solution and to work out ways of proof. Knowing the content of one of the central categories of the law under consideration, "measures," we perceive that achievement of new quantitative characteristics of pedagogical phenomena is impossible within the framework of the old quality. The law under consideration also provides the key to understanding the need to introduce new teaching technologies into the

*The law of the negation of the negation* allows imagining the direction of development of pedagogical phenomena from simple ones to complex ones, observing a progress in this, seeing correlation between the new and the old, as well as many other aspects. With the help of this law, it is possible not only to predict changes in phenomena but also to orient oneself correctly in the choice of ways and means of purposeful influence on them. Thus, it is possible to explain the relationship between the class-lesson system developed by J.A. Comenius and its modern models, as well as the way of preserving valuable elements of the system in the

content is composed of dialectical principles, laws, and categories.

under study through the prism of factors conditioning them, etc.

of solving pedagogical problems.

pedagogical process.

course of its evolution.


### **5. Connection of pedagogics with other sciences**

One of the most important characteristics of any science is its connection with other scientific branches. This serves as an important source of development and is manifested in three aspects: first, some sciences in relation to other ones fulfill worldview and methodological functions; second, content of knowledge of certain sciences helps other ones to penetrate deeper into the subject of research; and, third, within the process of interconnection of sciences, their mutual enrichment by methods of research takes place.

Among the first, there were links established between pedagogy and philosophy, and psychology, which remain an important condition for development of pedagogical theory and practice.

First of all, pedagogical science is connected with *philosophy*, which, in relation to it, serves as a worldview and methodological basis. Philosophical ideas contributed to creation of pedagogical concepts and theories; they set the direction of search and serve as the methodological basis of pedagogy, being the basis for understanding goals of upbringing and education.

Many outstanding scientists-teachers turned to philosophical knowledge within the process of solving scientific problems. Development of the theory of education based on a philosophical ethical concept by the German teacher *Johann Friedrich Herbart* (1776–1841) is indicative in this regard. Public and personal moralities, according to the said scientist, rest on eternal and unchanging moral ideas. The main goal of education, in his opinion, resolves into assimilation of these moral ideas.

In the history of philosophy, two opposing concepts are distinguished, which influenced a solution of pedagogical problems. One of the concepts associated with Socrates and Plato, who believed that natural content of a human is decisive in its development, is that external conditions play a secondary role in its formation. Democritus and Epicurus adhered to the opposite point of view. They believed that the external conditions and circumstances of life exert a determining influence on development of a human. These two approaches to solving the most important pedagogical problem related to human development remain today as well.

Depending on the type of professional activity, *engineering*, *production*, *medical*, *theatrical*,

**9.** *Social pedagogy* contains theoretical and applied developments in the field of social upbringing carried out both in the fostering institutions and in various organizations, for which it is not a leading function, and explores upbringing forces of society and ways of their actualization by integrating capabilities of public, state, and private organizations. **10.***Special pedagogy* develops theoretical bases, principles, methods, forms, and means of upbringing and education of a person having deviations in physical or mental development. **11.***Correctional pedagogy* studies laws and causes of deviant behavior and develops ways and

**12.***Correctional labor pedagogy* contains theoretical justification and development of a practice

One of the most important characteristics of any science is its connection with other scientific branches. This serves as an important source of development and is manifested in three aspects: first, some sciences in relation to other ones fulfill worldview and methodological functions; second, content of knowledge of certain sciences helps other ones to penetrate deeper into the subject of research; and, third, within the process of interconnection of sci-

Among the first, there were links established between pedagogy and philosophy, and psychology, which remain an important condition for development of pedagogical theory and

First of all, pedagogical science is connected with *philosophy*, which, in relation to it, serves as a worldview and methodological basis. Philosophical ideas contributed to creation of pedagogical concepts and theories; they set the direction of search and serve as the methodological basis of pedagogy, being the basis for understanding goals of upbringing and education.

Many outstanding scientists-teachers turned to philosophical knowledge within the process of solving scientific problems. Development of the theory of education based on a philosophical ethical concept by the German teacher *Johann Friedrich Herbart* (1776–1841) is indicative in this regard. Public and personal moralities, according to the said scientist, rest on eternal and unchanging moral ideas. The main goal of education, in his opinion, resolves into assimilation

In the history of philosophy, two opposing concepts are distinguished, which influenced a solution of pedagogical problems. One of the concepts associated with Socrates and Plato, who believed that natural content of a human is decisive in its development, is that external conditions play a secondary role in its formation. Democritus and Epicurus adhered to the opposite point of view. They believed that the external conditions and circumstances of life

*sports*, *and military pedagogy* are distinguished.

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methods to overcome such behavior.

practice.

of these moral ideas.

of rehabilitation of persons in custody for crimes committed.

ences, their mutual enrichment by methods of research takes place.

**5. Connection of pedagogics with other sciences**

A special place in the development of pedagogical science, methodology of its research, is occupied by dialectics as the philosophical basis of cognition of the surrounding world. Its content is composed of dialectical principles, laws, and categories.

*Principles of dialectics* reflect the essence of a human, its inner world, and the place in the surrounding world. They reveal the strategy of scientific and pedagogical knowledge and give the most general guidelines in this complex process. For example, the philosophical *principle of universal communication* reflects the complexity of the surrounding world and its phenomena, including pedagogical ones. It focuses on the analysis of pedagogical phenomena in the relationship not only with their internal elements but also with external factors and conditions, without which a reliable result of scientific research cannot be obtained. Other philosophical principles perform a similar function. Thus, the *principle of development* indicates the need to study pedagogical phenomena in their dynamics and historical and logical sequence. The *principle of determinism* requires discovery of causality, the analysis of the phenomena under study through the prism of factors conditioning them, etc.

*Laws of dialectics* possess the role of mechanisms, by which it is possible to identify and formulate pedagogical problems, predict development of pedagogical phenomena, and find ways of solving pedagogical problems.

*The law of unity and struggle of opposites* allows identifying contradictions in a pedagogical phenomenon, without which it is impossible to formulate a scientific problem, and this is an important step on the way to its solution. Examples of contradictions as the basis for formulation of a scientific problem are the contradictions between existing methods of teaching and new requirements for the learning process, conditioned by increasing the needs of training specialists.

*The law of mutual transition of quantitative and qualitative changes* allows predicting changes in pedagogical phenomena, to study the mechanism of their development. If due to the first law (of unity and struggle of opposites), it is possible to formulate a scientific problem; the second one helps to put forward a hypothesis on its solution and to work out ways of proof. Knowing the content of one of the central categories of the law under consideration, "measures," we perceive that achievement of new quantitative characteristics of pedagogical phenomena is impossible within the framework of the old quality. The law under consideration also provides the key to understanding the need to introduce new teaching technologies into the pedagogical process.

*The law of the negation of the negation* allows imagining the direction of development of pedagogical phenomena from simple ones to complex ones, observing a progress in this, seeing correlation between the new and the old, as well as many other aspects. With the help of this law, it is possible not only to predict changes in phenomena but also to orient oneself correctly in the choice of ways and means of purposeful influence on them. Thus, it is possible to explain the relationship between the class-lesson system developed by J.A. Comenius and its modern models, as well as the way of preserving valuable elements of the system in the course of its evolution.

One of the most contemporary pedagogical problems is correlation between traditional, classical forms and methods of teaching and education and nontraditional, innovative ones. The key to solving this problem is, to a certain extent, laid down in the law under consideration. In particular, its methodology requires continuity of and compliance with the boundaries of application of certain forms and methods in the process of education and upbringing.

The psychological justification is also laid down in pedagogical concepts of teaching, developed in pedagogy. Therefore, the basis of the associative-reflex concept of training is psychophysiological laws of the conditioned reflex activity of the human cerebral cortex, as well as the mnemonic laws of psychology. Programmed training has developed on the basis of the psychology of behaviorism. Many pedagogical laws are based on the fundamental principles of psychoanalysis, Gestalt psychology, cognitive psychology, humanistic psychology, and

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In modern conditions, the relationship between psychology and pedagogy develops in two directions. On the one hand, psychological research should be directed rather at advancing development of pedagogical theory and practice than at justifying of established forms and methods of teaching and upbringing. On the other hand, pedagogical research should not only be based on the achievements of psychological science but also stimulate their develop-

The research was spent more than 8 years. The advanced ideas of prominent teachers from 17

Pedagogy is closely connected with the biological sciences: *physiology*, *human anatomy*, and *medicine*. To understand mechanisms of managing physical and mental development, it is important to know laws of vital activity of the organism as a whole and its individual parts, functional systems, and basic conditions on maintaining health. Knowledge of laws of functioning of higher nervous activity makes it possible to design and develop teaching technolo-

Content of the pedagogical science is inextricably linked with *sociology*, *political science*, *economics*, *law*, and *other socioeconomic sciences*, which significantly supplement pedagogy with knowledge, special information about conditions of functioning of participants in the educa-

Socioeconomic sciences substantially enrich methods of pedagogy. Especially, it concerns *sociology*. Many of its empirical methods after appropriate adaptation are widely used in pedagogy. We are talking about methods for studying preferences, multiple comparisons,

Modern pedagogical thought cannot be full without a content of *historical* and *cultural knowledge* in it. Development of pedagogy and realization of its practical functions today imply an appeal to the historical past, as well as to achievements of culture in the broadest sense.

In recent years, connection between pedagogy and *mathematics*, *computer science*, *and programming* has increased significantly. New information technologies and equipment are being used more and more in pedagogical research; their didactic possibilities are increasingly

There is a special relationship between pedagogy and *methods* of various academic disciplines. On the one hand, pedagogical science is the most important theoretical basis in relation to them, and, on the other hand, improvement and development of specific methods issue new

gies and tools that contribute to optimal development of a personality [12–14].

statistical analysis of sociological information, expert assessments, etc.

other psychological directions and schools.

countries of Europe and Asia were studied and analyzed.

tional process, and subjects of pedagogical interaction.

theoretical and methodological tasks for pedagogy.

ment in the right direction.

being studied [7, 13].

*Psychology*, especially age and pedagogical, is particularly important for solving specific problems of education and upbringing. There are several most important links between pedagogy and psychology. The main one is the subject of research of these sciences. Psychology studies laws of development of a human psyche; pedagogy develops methods, ways, and means of its upbringing and development of personality. Upbringing, education, and training are nothing like development of psyche.

The second important point is commonality of research methods. The existence of a close connection between psychology and pedagogy is also evidenced by the interpenetration of basic concepts of these sciences. Pedagogy uses psychological knowledge to identify, describe, explain, and systematize pedagogical facts. One of the demonstrative manifestations of such relationship was formation of such branch of psychology as pedagogical psychology. An equally important feature of such relationship is methods of these two sciences. In pedagogy, many of them are borrowed from psychology. It concerns especially testing, interviewing, and other empirical methods.

Connection between pedagogical thought and psychological knowledge is reflected in views of many thinkers of the past. Therefore, according to Plato, all knowledge is a memory. The soul remembers what she was able to contemplate before its earthly birth. Thus, education and upbringing resolve into mastering methods and ways of such a memory.

Ideas of Aristotle are no less significant in this aspect. As already mentioned, he distinguished three kinds of soul in a human, vegetative, bestial, and intelligent, each of which manifests itself in various human functions. The three kinds of soul, according to Aristotle, correspond to physical, moral, and mental upbringing. The goal of upbringing, in his opinion, is to develop the higher sides of the soul, intelligent and strong-willed. Ancient Greek philosophers also believed that nature gives a human only a germ of abilities that should be developed during upbringing. Nature, according to ideas of the thinker, closely linked the three kinds of soul in a human, and during upbringing, we should follow it, linking physical, moral, and mental upbringing in a single process.

Psychology performs a methodological function in relation to pedagogy. For example, the personal approach developed in psychology finds expression in such pedagogical principles as individual and differentiated approach in the process of education and upbringing and reliance on positive qualities of a personality.

A very important methodological function in relation to pedagogy is the principle of the activity approach, which constitutes the core of psychology. It reveals upbringing possibilities of any kind of activity and requires the process of education and upbringing to be carried out in close connection with life.

The psychological justification is also laid down in pedagogical concepts of teaching, developed in pedagogy. Therefore, the basis of the associative-reflex concept of training is psychophysiological laws of the conditioned reflex activity of the human cerebral cortex, as well as the mnemonic laws of psychology. Programmed training has developed on the basis of the psychology of behaviorism. Many pedagogical laws are based on the fundamental principles of psychoanalysis, Gestalt psychology, cognitive psychology, humanistic psychology, and other psychological directions and schools.

One of the most contemporary pedagogical problems is correlation between traditional, classical forms and methods of teaching and education and nontraditional, innovative ones. The key to solving this problem is, to a certain extent, laid down in the law under consideration. In particular, its methodology requires continuity of and compliance with the boundaries of application of certain forms and methods in the process of education

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*Psychology*, especially age and pedagogical, is particularly important for solving specific problems of education and upbringing. There are several most important links between pedagogy and psychology. The main one is the subject of research of these sciences. Psychology studies laws of development of a human psyche; pedagogy develops methods, ways, and means of its upbringing and development of personality. Upbringing, education, and training are nothing

The second important point is commonality of research methods. The existence of a close connection between psychology and pedagogy is also evidenced by the interpenetration of basic concepts of these sciences. Pedagogy uses psychological knowledge to identify, describe, explain, and systematize pedagogical facts. One of the demonstrative manifestations of such relationship was formation of such branch of psychology as pedagogical psychology. An equally important feature of such relationship is methods of these two sciences. In pedagogy, many of them are borrowed from psychology. It concerns especially testing, interviewing,

Connection between pedagogical thought and psychological knowledge is reflected in views of many thinkers of the past. Therefore, according to Plato, all knowledge is a memory. The soul remembers what she was able to contemplate before its earthly birth. Thus, education

Ideas of Aristotle are no less significant in this aspect. As already mentioned, he distinguished three kinds of soul in a human, vegetative, bestial, and intelligent, each of which manifests itself in various human functions. The three kinds of soul, according to Aristotle, correspond to physical, moral, and mental upbringing. The goal of upbringing, in his opinion, is to develop the higher sides of the soul, intelligent and strong-willed. Ancient Greek philosophers also believed that nature gives a human only a germ of abilities that should be developed during upbringing. Nature, according to ideas of the thinker, closely linked the three kinds of soul in a human, and during upbringing, we should follow it, linking physical, moral, and mental

Psychology performs a methodological function in relation to pedagogy. For example, the personal approach developed in psychology finds expression in such pedagogical principles as individual and differentiated approach in the process of education and upbringing and

A very important methodological function in relation to pedagogy is the principle of the activity approach, which constitutes the core of psychology. It reveals upbringing possibilities of any kind of activity and requires the process of education and upbringing to be carried

and upbringing resolve into mastering methods and ways of such a memory.

and upbringing.

like development of psyche.

and other empirical methods.

upbringing in a single process.

out in close connection with life.

reliance on positive qualities of a personality.

In modern conditions, the relationship between psychology and pedagogy develops in two directions. On the one hand, psychological research should be directed rather at advancing development of pedagogical theory and practice than at justifying of established forms and methods of teaching and upbringing. On the other hand, pedagogical research should not only be based on the achievements of psychological science but also stimulate their development in the right direction.

The research was spent more than 8 years. The advanced ideas of prominent teachers from 17 countries of Europe and Asia were studied and analyzed.

Pedagogy is closely connected with the biological sciences: *physiology*, *human anatomy*, and *medicine*. To understand mechanisms of managing physical and mental development, it is important to know laws of vital activity of the organism as a whole and its individual parts, functional systems, and basic conditions on maintaining health. Knowledge of laws of functioning of higher nervous activity makes it possible to design and develop teaching technologies and tools that contribute to optimal development of a personality [12–14].

Content of the pedagogical science is inextricably linked with *sociology*, *political science*, *economics*, *law*, and *other socioeconomic sciences*, which significantly supplement pedagogy with knowledge, special information about conditions of functioning of participants in the educational process, and subjects of pedagogical interaction.

Socioeconomic sciences substantially enrich methods of pedagogy. Especially, it concerns *sociology*. Many of its empirical methods after appropriate adaptation are widely used in pedagogy. We are talking about methods for studying preferences, multiple comparisons, statistical analysis of sociological information, expert assessments, etc.

Modern pedagogical thought cannot be full without a content of *historical* and *cultural knowledge* in it. Development of pedagogy and realization of its practical functions today imply an appeal to the historical past, as well as to achievements of culture in the broadest sense.

In recent years, connection between pedagogy and *mathematics*, *computer science*, *and programming* has increased significantly. New information technologies and equipment are being used more and more in pedagogical research; their didactic possibilities are increasingly being studied [7, 13].

There is a special relationship between pedagogy and *methods* of various academic disciplines. On the one hand, pedagogical science is the most important theoretical basis in relation to them, and, on the other hand, improvement and development of specific methods issue new theoretical and methodological tasks for pedagogy.

Pedagogy is closely interrelated with many other branches of scientific knowledge, *ethics and esthetics*, *rhetoric*, *ethnography*, *ethnology*, *management*, etc.

Polyvariety and ambiguity of conclusions of pedagogy often force it to establish specific norms for interaction of subjects and objects of upbringing, which are not always provided

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Thus, in whole, it should be recognized that *pedagogy as a complex social phenomenon stands in the unity of two statuses, as a science and practice of teaching and upbringing*. Its second status can

*Pedagogical practice in modern conditions is greatly expanded* and manifests itself in such forms as upbringing, reeducation, general education, additional education, supplementary education, vocational education, industrial and in-house training, military training, postgraduate education, advanced training and retraining, continuous education, adult education, and educa-

Considering pedagogy as a science and practice, its connection with the so-called folk peda-

Ethno-pedagogy is a specific set of rules and regulations that spontaneously developed over a long period of history in certain geopolitical and socioeconomic conditions of one or another

It is closely connected with the history of people, their culture, values, and ideals and reflects the rich experience of coexistence of generations, their traditions, and continuity. Folk pedagogy is primary for every person. It finds its application in any family. Our ancestors nursed, raised, taught and brought up children, without the knowledge of pedagogical science in the

Thus, mastering of pedagogical knowledge is associated with the assimilation of general fundamentals of pedagogy, its branches, and concepts, which point to a certain class of essen-

Technology (from the Greek *techne*—art, skill, ability) is a set of techniques and methods of

Since the early 1960s, the concept of "pedagogical technology" has spread. The reason for its emergence was the attempts to bring education to a qualitatively new level in the conditions of scientific and technological progress. Initially, the technologization of education was associated mainly with application of new technical means of teaching. However, today pedagogical technology is not just a set of organizational forms and methods for application of various teaching means but also research aimed at identifying principles of development and finding ways to optimize the educational process, applying new methods and developing

obtaining, processing, and reprocessing of raw materials and finished materials.

find its concrete manifestation in normative science or in the form of art.

with scientific support.

social community.

proper sense of the word.

tional and sociocultural activities [15–18].

gogy or ethno-pedagogy should be taken into account.

tially similar phenomena and constitute the subject of this science.

**7. Characteristics of pedagogical technologies**

educational materials and technical means of teaching.

In 1986, the UNESCO's formulation was given.

Speaking about the relationship of pedagogy with other sciences, it is impossible not to notice its responsive influence on them. For example, theoretical ideas about the role of educational collective in the formation of personality, fundamentally developed in pedagogy, have had and continue to have an impact on development of research on this problem in psychology, philosophy, ethics, sociology, management, etc.

### **6. Connection of pedagogy with practice**

One of the important problems needed to be solved when mastering pedagogical knowledge is understanding the correlation of pedagogical science and practice. This is especially important in connection with a *significant expansion in modern conditions of areas of manifestations of pedagogical practice* and a clear increase in the impact of pedagogy on various spheres of human activity and communication.

Today, the scientific status of pedagogy is no longer questioned. The dispute turned into a plane of correlation with practice. Actual achievements of teachers become too ambiguous. In one case, they are conditioned by deep knowledge and skillful application of the theory; in another case, success is brought by the high personal skill of a teacher and the art of pedagogical influence and interaction, intuition, and instinct. There is not always a consistency between pedagogical theory and practice. It should also be taken into account that the development of pedagogy does not automatically ensure quality of upbringing and education. The theory to be transformed into appropriate technologies is necessary.

It should be noticed that *at present*, *pedagogy is rapidly progressing*. In recent decades, tangible progress has been made in a number of its areas, especially in development of new learning technologies.

There is another problem related to the scientific status of pedagogy. Many theorists, following the principles of classification of sciences proposed by the German philosophers Windelband (1848–1915) and Rickert (1863–1936), refer pedagogy to the so-called normative sciences. This is due to the content of knowledge in pedagogy. By now, many pedagogical laws have been expressing the most general tendencies in the development of pedagogical phenomena. For example, the law reflecting dependence of development of a personality on a social environment is multifactorial and, due to this, is ambiguously interpreted by various pedagogical schools. Thus, the sociogenic direction absolutizes the role of the social environment in development of a personality.

Representatives of the biogenic direction in pedagogy, on the contrary, give priority to development of personality to heredity rather than to the social environment.

In contrast to the above extreme positions, pedagogy should justify the dialectical unity of the social environment and the genetic, natural data of a personality in the process of its development.

Polyvariety and ambiguity of conclusions of pedagogy often force it to establish specific norms for interaction of subjects and objects of upbringing, which are not always provided with scientific support.

Thus, in whole, it should be recognized that *pedagogy as a complex social phenomenon stands in the unity of two statuses, as a science and practice of teaching and upbringing*. Its second status can find its concrete manifestation in normative science or in the form of art.

*Pedagogical practice in modern conditions is greatly expanded* and manifests itself in such forms as upbringing, reeducation, general education, additional education, supplementary education, vocational education, industrial and in-house training, military training, postgraduate education, advanced training and retraining, continuous education, adult education, and educational and sociocultural activities [15–18].

Considering pedagogy as a science and practice, its connection with the so-called folk pedagogy or ethno-pedagogy should be taken into account.

Ethno-pedagogy is a specific set of rules and regulations that spontaneously developed over a long period of history in certain geopolitical and socioeconomic conditions of one or another social community.

It is closely connected with the history of people, their culture, values, and ideals and reflects the rich experience of coexistence of generations, their traditions, and continuity. Folk pedagogy is primary for every person. It finds its application in any family. Our ancestors nursed, raised, taught and brought up children, without the knowledge of pedagogical science in the proper sense of the word.

Thus, mastering of pedagogical knowledge is associated with the assimilation of general fundamentals of pedagogy, its branches, and concepts, which point to a certain class of essentially similar phenomena and constitute the subject of this science.
