Levels of methodology of science

The methodology is a teaching in which the process of organizing activities is examined. The study is carried out consistently. . The levels of research methodology are distinguished in the structure of knowledge. Let us consider them in more detail.

General information

E. G. Yudin singled out:

1. . Philosophical level of methodology . He is considered the supreme.
2. . General scientific level of methodology . In its framework, theoretical positions are formed, which are applied practically in all disciplines.
3. Specific-scientific level. Here a set of methods and principles are used that are used in a particular discipline.
4. Technological level. Here, a set of procedures is created to ensure the receipt of reliable material and the primary processing of data.

определенным образом взаимосвязаны друг с другом. All levels of scientific methodology are in a certain way interconnected. All of them have a planned independent movement.

Philosophical level

It serves as a content foundation. Its essence is formed by the general principles of cognitive activity and the categorial structure of the entire industry as a whole. It is presented in the form of philosophical knowledge and is developed using specific methods. There is no rigid system of technical methods or norms, leading to dogmatization of knowledge. The structure consists of landmarks and prerequisites for activity. They include:

1. Substantial factors. They represent the worldview of thought.
2. Formal prerequisites. They refer to the general forms of thinking historically defined by the categorical apparatus.

Functions

Philosophy plays a dual role in the methodology:

1. It expresses constructive criticism of knowledge in terms of boundaries and conditions for its use, the adequacy of its foundation and the general directions of development. It stimulates interdisciplinary reflection, ensures the posing of new problems, facilitates the search for approaches to the objects of study.
2. Within the framework of philosophy, a worldview interpretation of the results of cognition is created from the point of view of a concrete picture of the world. It acts as the starting point of any serious study, a necessary prerequisite for the existence and development of the theory and its implementation into something integral.

Systems approach

It reflects the universal connection and mutual conditioning of the processes and phenomena of the surrounding reality. The system approach guides theorists and practitioners to consider events as structures that have their own patterns of functioning and their structure. Its essence lies in the fact that relatively isolated elements are not considered autonomously, but in interconnection, movement and development. Such an approach makes it possible to discover the integrative properties of the system and the qualitative characteristics that are absent in the elements separately.

Levels of methodology of pedagogy

To use the system approach, it is necessary to implement the principle of unity of educational theory, practice and experiment. Pedagogical experience acts as an effective criterion for the truth of positions, knowledge, developed and tested at the empirical level. Practice is also becoming a source of new educational problems. науки позволяют найти правильные решения. Consequently, the theoretical and experimental levels of the methodology of science allow us to find the right solutions. However, the global problems that arise in the practice of education generate new questions. They, in turn, require a fundamental study.

Relevance of problems

Methodological issues of pedagogy and psychology have always been considered the most relevant. The study of phenomena occurring in the educational process, from the standpoint of dialectics, makes it possible to identify their qualitative originality, their interrelations with other events. According to the theory, training, development, education of future specialists are studied in relation to the specific conditions of professional activity and social life.

Integration of knowledge

, нельзя не сказать подробно об их роли в определении перспектив развития дисциплины. Considering the levels of methodology , we can not say in detail about their role in determining the prospects for the development of discipline. First of all, this is due to the presence of noticeable tendencies towards the integration of knowledge, the complex evaluation of the phenomena of objective reality. , зачастую достаточно условны. Today, the boundaries that share the levels of methodology are often rather arbitrary. In social disciplines, for example, the data of mathematics, cybernetics are used. Information is also being applied to other sciences that did not previously claim to implement methodological tasks in a specific public study. The links between disciplines and directions have significantly strengthened. The boundaries between educational theory and the general psychological concept, between pedagogy and physiology, and so on, are becoming increasingly conventional.

Complication of disciplines

сегодня претерпевают качественные изменения. Levels of methodology are undergoing qualitative changes today. This is due to the development of disciplines, the formation of new facets of the subject of study. In this situation it is necessary to maintain balance. On the one hand, it is important not to lose the subject of study - directly psychological and pedagogical problems. At the same time, it is necessary to direct concrete knowledge to the solution of fundamental questions.

Removing directions

Today, the gap between philosophical and methodological issues and the direct methodology of psychological and educational cognition becomes more and more obvious. As a result, experts increasingly go beyond the study of a particular subject. . Thus, a kind of intermediate levels of methodology arise. There are quite topical problems. At the same time they are not yet solved by philosophy. In this connection, it becomes necessary to fill the vacuum with concepts and regulations. They will allow us to advance in the improvement of the direct methodology of psychological and pedagogical knowledge.

Applying mathematical data

Psychology and pedagogy today act as a kind of testing ground for the application of methods used in exact disciplines. This, in turn, is the strongest stimulus for the development of mathematical sections. In the course of this process of objective growth, it is inevitable to introduce elements of absolutization of quantitative research methods to the detriment of qualitative assessments. This trend is particularly pronounced in foreign educational disciplines. There, mathematical statistics often serves as a universal solution to all problems. It is determined by the following. Qualitative analysis within the framework of psychological and pedagogical research often leads to conclusions unacceptable for power structures. At the same time, the quantitative approach makes it possible to achieve concrete results in practice, gives ample opportunities for ideological manipulation both within these disciplines and beyond.

The role of man

In professional activity, the subject acts as the defining link. This position follows from the general sociological pattern of the increasing role of the human factor in history, social development within the framework of social progress. At the same time, accepting this statement at the level of abstraction, a number of researchers deny it in any given situation. Increasingly recently, the opinion is expressed that in the "man-machine" system, a less reliable element is a specialist. Often this circumstance leads to a one-sided interpretation of the relationship between the individual and technology in the labor process. In such subtle matters, truth must be sought at the psychological, educational, and philosophical-social levels.

Conclusion

The methodology of pedagogy implements the descriptive, that is, the descriptive, and overrepresentative (normative) functions. Their presence determines the differentiation of the bases of the discipline into two categories. To the theoretical include:

1. Definition of methodology.
2. General characteristics of the discipline.
3. Description of levels.
4. Characterization of sources of cognitive process support.
5. Subject and object of analysis.

The regulatory grounds cover:

1. Scientific knowledge within pedagogy.
2. Certain attributes of educational activity to discipline. In particular, we mean the nature of goal-setting, the use of special cognitive means, the selection of the object of study, the uniqueness of concepts.
3. Typology of research.
4. Properties of knowledge, by which you can compare and analyze the work.
5. The logic of the study.

These grounds outline the objective area of the cognitive process. The results obtained can serve as sources of replenishment of the content of the methodology itself and the methodological reflection of the specialist.