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Попова И. И., Демакова И. Д. Гуманитарная экспертиза как метод научного познания в педагогике // Вестник ПСТГУ. Серия IV: Педагогика. Психология. 2021. Вып. 60. С. 37-48. DOI: 10.15382/sturIV202160.37-48
The article is devoted to the topical problem of methodology in the field of scientific and pedagogical research, i.e. the analysis of the prerequisites for the design of humanities-related expertise as a method of scientifi c knowledge in pedagogy. The emphasis is on substantiating the role, purpose and instrumental support of humanities-related expertise in education. The three most signifi cant fundamental methods in pedagogy are hypothetically singled out and considered, which make it possible to determine the scientifi c foundations of the method of humanities-related examination and its instrumental part of application in pedagogical research. These include pedagogical observation, pedagogical refl ection, and pedagogical hermeneutics. The presented study refl ects the content of the experience and conclusions of Russian scientists who employed the method of humanities-related expertise in order to determine the risks of approbation and implementation of new technologies in human life. The special purpose of humanities-related expertise in providing an ethical dimension in the process of assessing risks associated with modern innovative projects is emphasised. The study raises the problem of the formation of the expert position of the teacher, focused on the application of the method of humanities-related expertise in the practice of pedagogical activity directly in the conditions of work with children. The article has a character of an analytical outline and forms an idea of the areas of scientifi c research in which the method of humanities-related expertise is presented as a subject of research. Based on the study, a signifi cant clarifi cation is made in the understanding of humanities-related expertise in education as a research method that is synergistic in nature and aimed at analysing the humanities-related potential of the process and the results obtained in the situation of introducing pedagogical innovations through the use of educational technologies, as well as in the context of the introduction of innovative pedagogical models and systems.
research activity, humanities-related expertise, Russian pedagogy, pedagogical research, methods of pedagogical research, method of humanities-related expertise, pedagogical observation, pedagogical refl ection, pedagogical hermeneutics
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Popova Irina
Academic Degree: Candidate of Sciences* in Education;
Academic Degree: Candidate of Sciences* in Education;
Academic Rank: Associate Professor;
Place of work: Federal Institute of Development of Education, RANEPA; 9-1 Cherniakhovskogo Str., Moscow, 125319, Russian Federation;
ORCID: 0000-0001-6523-4498;
Email: popova-in@ranepa.ru. *According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.
Demakova Irina
Academic Degree: Doctor of Sciences* in Education;
Academic Degree: Doctor of Sciences* in Education;
Academic Rank: Professor;
Place of work: Moscow Pedagogical State University; 88 Prospekt Vernadskogo, Moscow, 119571, Russian Federation;
ORCID: 0000-0002-0861-2453;
Email: kpndp@yandex.ru. *According to ISCED 2011, a post-doctoral degree called Doctor of Sciences (D.Sc.) is given to reflect second advanced research qualifications or higher doctorates.
The article was supported by RFBR grant 20-013-00184.