Abstract
Taking into account the need to clarify the terminological framework of modern pedagogy, the concept pedagogical situation in general and its place in the pedagogical discourse in a cross-cultural aspect is discussed. Today, the concept of situation gains a general methodological significance though lacks a clear definition. Based on the analysis of interdisciplinary research, we concluded that the integral concept of situation includes: presence of subjects, dynamism, external conditions, causal relations, chronotope. The analysis of scientific sources proved that in pedagogical discourse of Russian- and English-speaking authors the term pedagogical situation is used incorrectly, the concept of pedagogical situation is mistaken for other pedagogical categories at the theoretical level, there is no unified approach to its definition. Thus the pedagogical situation analysis in Russian language pedagogical discourse is centred on the formulation of a pedagogical task, and in the English-speaking pedagogical tradition it is based on the triangle diagram that includes a teacher, a student and content. In the conducted cross-cultural and partly interdisciplinary study, a pedagogical situation is conventionally understood as a process of interaction of subjects of pedagogical activity (educational process) with a certain task in a certain place and time.
Highlights
Trends in the development of modern education are directly reflected in its complex conceptual system
The pedagogical situation is an integral part of the pedagogical process, a pedagogical reality through which the teacher manages the pedagogical process and the pedagogical system
The pedagogical process can be seen as a continuous chain of interconnected, mutually continuous pedagogical situations
Summary
Trends in the development of modern education are directly reflected in its complex conceptual system. The conceptual system of science serves as an instrument of knowledge, as the concepts defined by terms, reflect the essence of processes and phenomena and underlie the ways of presenting the reality under study, comprising the quintessence of the given science. Pedagogy has a largely developed conceptual and terminological apparatus. Galaguzova [4] note the problem of methodological ambivalence of the conceptual and terminological system of modern pedagogy). At the same time, «terminological accuracy, elimination of uncertainty and confusion in terms and concepts is one of the most important conditions for productive search and mutual understanding of researchers and practitioners» [5, p. Clarifying and defining the conceptual apparatus of pedagogy and improving its language are extremely relevant nowadays
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