CHALLENGES AND PERSPECTIVES OF METHODOLOGY OF PEDAGOGY

Abstract

The methodology of pedagogy (methodology of pedagogical research), like other pedagogical scholarly disciplines, has been facing numerous challenges over the past several decades. At the general level, globalisation and contemporary IT technologies have determined comprehensive moral education crisis (pedagogical empiricism), as well as the crisis of scholarliness pedagogy (pedagogical theories). Pedagogy as a science of moral education has been immersed for too long in designing and implementing general scholarly paradigms (positivism, post-positivism, critical theory, constructivism) in the sphere of education and moral education. The quantitative and qualitative research paradigm, designated as respective antipodes of the ‘number’ and ‘word’ continuum, express the mutual confrontation deemed as ‘the paradigm war’ in terms of terminology. Possible ways out of that confrontation cannot be found either by means of ‘scientific revolution’ (T.S. Kuhn) or by means of ‘scientific evolution’ (K.R. Popper), but only in pursuit of ‘bridges’ between them or in designing and structuring the ‘third’ paradigm.