PROBLEMS OF UNIFICATION OF THE CONCEPT OF EDUCATION IN PEDAGOGICAL KNOWLEDGE

Abstract

The article reveals potential of theoretical knowledge about education as a multi-faceted phenomenon in the field of pedagogy. The topic is quite relevant due to the fact that the modern scientific space is replete with theoretical interpretations of this phenomenon. Various terminological preferences and opinions of scientists have been formed in pedagogical science. The author of the article analyzes the theoretical diversity and ways of interpreting the phenomenon of education that takes place in research. This situation caused the need to search for a universal mechanism that allows forming a single meaning of the phenomenon of “education”. Initiating a purposeful study of the totality of theoretical knowledge about the phenomenon under study leads the author to assert that the basis for solving this problem can be a theoretical image that allows reflecting the methodological, scientific-rationalistic and cultural-value aspects of the phenomenon of education.