METHODOLOGICAL FOUNDATIONS OF PEDAGOGY IN THE SYSTEM OF MODERN HUMANITIES

Abstract

The article examines the methodological foundations of pedagogy in the context of its inclusion in the system of modern humanities. It is shown that pedagogy has a special, normative, value-based, and project-based status, as it deals with the individual as a subject of culture and education, and therefore cannot be limited to a description of educational reality. The article reveals the philosophical, anthropological, and axiological principles of pedagogical knowledge that determine the humanistic focus of education and gives it a personal and culturally relevant character. The importance of interdisciplinary approaches (phenomenological, hermeneutic, and cultural-historical) is substantiated, allowing to interpret education as a space for understanding, dialogue, and the appropriation of cultural meanings. Particular attention is paid to the interaction of pedagogy with philosophy, psychology, sociology, and cultural studies, which leads to the formulation of the problem of methodological synthesis and, simultaneously, to the need to preserve the autonomy of pedagogical knowledge.