Mikhail V. Gruzdev
Yaroslavl State Pedagogical University named after K.D. Ushinsky
Alexander M. Khodyrev
Yaroslavl State Pedagogical University named after K.D. Ushinsky
Methodology of studying values and meanings of teacher education: hermeneutical approach
Gruzdev M.V., Khodyrev A.M. Methodology of studying values and meanings of teacher education: hermeneutical approach. Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, 2023, vol. 29, № 1, pp. 10-16. https://doi.org/10.34216/2073-1426-2023-29-1-10-16
DOI: https://doi.org/10.34216/2073-1426-2023-29-1-10-16
УДК: 37
Publish date: 2023-02-04
Annotation: The hermeneutical approach as a traditional one for philosophy and philology, but quite new for educational science, can complement axiological approach in studying value-semantic aspects of teacher education. Pedagogic hermeneutics is a developing direction of humanitarian culture studies, based on comprehension of pedagogic reality’s objects, presented in form of a text and studied with help of a text, taking into account social and individual experience. At the same time, the text is interpreted in hermeneutics both literally and broadly, in the second case as a text can be taken any sign system, including pedagogic processes, systems, phenomena, relationships and other objects accessible to potential comprehension and interpretation by a researcher. This article provides justification for use of the hermeneutical approach as a methodology for studying values of teacher education. The author highlights a set of principles of pedagogic hermeneutics – the hermeneutic circle, information pre-understanding, dialogue understanding, text contextuality, superior understanding. Hermeneutical methods of studying the teacher education values which go back to philosophical or philological knowledge (terminological analysis, intellectual dialogue with the text’s author, diachronic analysis of the text, metaphorisation and demetaphorisation) concretise those principles. A mechanism of hermeneutical methodology, its driving forces, term base and main provisions of the hermeneutical approach in relation to studying teacher education are presented.
Keywords: pedagogic hermeneutics, hermeneutical analysis, understanding, values of teacher education
Literature list: Bahtin M.M. Chelovek v mire slova [A man in the world of words]. Moscow, Izd-vo Rossijskogo otkrytogo un-ta Publ., 1995, 140 p. (In Russ.) Gadamer H.G. Istina i metod. Osnovy filosofskoj germenevtiki [Truth and method. Fundamentals of philosophical hermeneutics]. Moscow, Progress Publ., 1988, 704 p. (In Russ.) Gershunskij B.S. Filosofiya obrazovaniya dlya XXI veka [Philosophy of education for the XXI century]. Moscow, Sovershenstvo Publ., 1998, 608 p. (In Russ.) Demakova I.D. Germenevticheskij podhod v pedagogike [Hermeneutical approach in pedagogy]. SHkol'nye tekhnologii [School technologies], 2008, vol. 1, pp. 40-43. (In Russ.) Kabachenko E.G. Koncepty «uchitel'» i «uchenik» v soznanii pedagogov (obraznyj komponent) [Concepts of “teacherˮ and “studentˮ in the minds of teachers (figurative component)]. Lingvokul'turologiya [Linguoculturology], 2009, vol. 3, pp. 89-91. (In Russ.) Lotman YU.M. Semiosfera [Semiosphere]. Saint Petersburg, Iskusstvo SPB Publ., 2001, 704 p. (In Russ.) Mamardashvili M.K. Psihologicheskaya topologiya puti: M. Prust «V poiskah utrachennogo vremeni» [Psychological topology of the path: M. Proust “In search of lost timeˮ]. Saint Petersburg, Rus. hristian. gumanit. in-t, 1997, 571 p. (In Russ.) O dolzhnostyah cheloveka i grazhdanina [About the positions of a person and a citizen]. Saint Petersburg, Tip. Akad. nauk Publ., 1783, 250 p. (In Russ.) Saltykov-Shchedrin M.E. Polnoe sobranie sochinenij. T. 1. Gubernskie ocherki, 1857 [Complete works]. Saint Petersburg, Tipografiya M.M. Stasyulevicha Publ., 1894, 490 p. (In Russ.) Sulima I.I. Filosofskaya germenevtika i obrazovanie [Philosophical hermeneutics and education]. Pedagogika [Pedagogy], 1999, vol. 1, pp. 36-42. (In Russ.) SHlejermaher F. Germenevtika [Hermeneutics]. Saint Petersburg, Evropejskij Dom Publ., 2004, 242 p. (In Russ.) Zagvyazinskij V.I. Teoriya obucheniya: Sovremennaya interpretaciya [Theory of learning: Modern interpretation]. Moscow, Akademiya Publ., 2001, 260 p. Zakirova A.F. Teoreticheskie osnovy pedagogicheskoj germenevtiki [Theoretical foundations of pedagogical hermeneutics]. Tyumen', Izd vo TyumGU Publ., 2001, 152 p. (In Russ.) Zakirova A.F. Teoreticheskie osnovy pedagogicheskoj germenevtiki i varianty ee realizacii v nauchno-obrazovatel'noj praktike [Theoretical foundations of pedagogical hermeneutics and variants of its implementation in scientific and educational practice]. Obrazovanie in nauka [Education and science], 2012, vol. 6 (95), pp. 19-40. (In Russ.) Krashen S.D. The monitor model for second-language acquisition. Gingras R.C. (Ed.) Second-language acquisition & foreign language teaching. Washington, Center for Applied Linguistics, 1978, рp. 1-26. (In Russ.)
Author's info: Mikhail V. Gruzdev, Doctor of Pedagogical Sciences, Rector, Yaroslavl State Pedagogical University named after K.D. Ushinsky, rector@yspu.org , https://orcid.org/0000-0002-2013-1919
Co-author's info: Alexander M. Khodyrev, Candidate of Pedagogic Sciences, first vice-rector Ushinsky Yaroslavl State Pedagogic University named after K.D. a.khodyrev@yspu.org, https://orcid.org/0000-0001-9871-9440