Abstract
The article analyzes the state and level of theoretical elaboration of the issues of pedagogy of the postmodern era in the Russian scientific literature. Based on the analysis of the content of publications posted in the Russian leading bibliographic resource - bibliographic database of scientific publications “The Russian Science Citation Index» – the ratio of publications devoted to the problems of postmodernism in non-pedagogical and pedagogical discourse is revealed. There are established the main clusters, which include publications on general problems of postmodern pedagogy, problems of meta-postmodern pedagogy and anti-pedagogy. The interpretive approach allows us to prove that in Russian pedagogy, critical and analytical consideration of foreign pedagogical arrays dominates. At the same time, there are first attempts to determine the author's position on the creation of Russian postmodern pedagogy, which at present is not completely methodologically entrusted. The arguments used by the authors to substantiate postmodern pedagogy are very exotic and fully correspond to the principle “Anything goes”, which is a methodologically regulating postmodern pedagogy.
Highlights
In the history of pedagogical ideas, much attention is paid to the issues based on the development of knowledge, addressed in the formulation and solution of educational problems in each specific historical period
The purpose of the study is to determine the qualitative uniqueness of the approaches of Russian scientists to the topic of postmodernism, to analyze the content and forms of presentation of pedagogical knowledge in the discourse of a new issue
The first stage of the research is devoted to the analysis of the sample, which is presented on the resource of the Russian Science Citation Index for the search query "postmodern pedagogy"
Summary
In the history of pedagogical ideas, much attention is paid to the issues based on the development of knowledge, addressed in the formulation and solution of educational problems in each specific historical period. The history of education and pedagogy has passed a difficult path in which researchers draw a clear dividing line between the pre-scientific and scientific periods of its development. Dynamic processes take place in modern education and pedagogical knowledge that ensures its implementation. They are characterized by renowned scientists as a paradigm shift. Both in Russian and in foreign scientific knowledge, various names and designations of time periods for the spread of methodological paradigms are proposed. Changes in worldview positions play an extremely important role in the implementation and development of scientific activity. There was a need to develop new methodological principles and values that characterize the qualitative originality of pedagogy
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