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FACTORS OF THE DEVELOPMENT OF THE DOMESTIC THEORY OF EDUCATION MANAGEMENT IN THE SECOND HALF OF THE XX CENTURY // Pedagogical Review. 2020. Issue 6 (34). P. 190-198

The process of development of the national theory of governance of the second half of the 20th century is considered. The socio-political prerequisites for the formation of management ideas in education are shown. The dependence of the development of the national theory of education management on the tasks set by the authorities before education as a social institution is indicated. The author’s periodization of the development of the national theory of education management in the second half of the 20th century is presented. Four allocated periods are described taking into account the factors of the determinant of the development of the theory of education management in the second half of the 20th century. In the first period (50’s – early 60’s), socio-economic factors played a leading role, determining the course of widespread polytechnification, which set new management and methodical tasks for educational systems of different levels. The second period (1964–1985) is distinguished by conceptual factors that influenced the transformation of the ideological field of education management. The third period (1985–1991) is characterized by an increase in the influence of sociocultural factors caused by changes in the perestroika era. The fourth period (from the 1990s to the end of the twentieth century) reflects the expansion of the methodological field of the national theory of education management, determined by the interdisciplinary relations of management science.

Keywords: education system, education management theory, development factors of education management theory

THE STRUCTURAL ORGANIZATION OF THE TERMINOLOGY OF SOVIET DIDACTICS OF THE 20–30-S OF THE XX CENTURY // Pedagogical Review. 2022. Issue 1 (41). P. 132-141

The problem of search and selection of research tools in the conditions of increasing interdisciplinarity of scientific knowledge is actualized. Attention is focused on similar features in the development of domestic education in the 20–30s of the XX century and at the beginning of the XXI century. The thesis is put forward that the analysis of textual sources of the historical epoch under consideration makes it possible to formulate more correctly the principles of working with pedagogical terminology now. Interdisciplinary approaches to the study of pedagogical terminology are characterized. The necessity of applying the field approach in the context of the study of didactic terminology is substantiated. The purpose of this study is to analyze the structure of didactic terminology of the 20–30s of the XX century based on the application of the field approach. The signs of the distribution of lexical units into groups are substantiated. The corpus of texts is compiled on the basis of contextual analysis of historical and pedagogical sources. Conceptual and terminological groups and clusters are characterized taking into account the identified factors and structural relationships. Conclusions about the number and significance of lexical units in conceptual and terminological groups and clusters are formulated; the dependence of the prevalence of terms on the strength of their field is revealed; the units included in the core of the didactic terminology of the studied period are determined.

Keywords: field approach, didactic terminology, factors of terminology development, classification of didactic concepts and terms, lexical units, conceptual and terminological group, cluster