Abstract
The article is dedicated to the problems of implementation of scientifically ungrounded concepts and terms in the system of education, their impact on the educational environment. There was identified a phenomenon of deformation of the educational environment due to transferring learning tools into the categories of aims and tasks, and transferring principles of teaching into the environment components. The consequences of displacement of pedagogical goal setting have been analysed as well as the transference of pedagogical effort on achieving secondary results. There has been submitted a comparing analysis of methodological compliance and scientific validity of using and applying a number of concepts and terms. A disparity between the declared aims and tasks and the chosen forms and types of education have been detected.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
