Home – Home – Jornals – "Philosophy of Education" 2018 number 3

Introduction . The category of method is considered to be developed in detail for the classical didactics, and virtually not formed for the forms of the open, activity-based education, and, according to some views, it is considered not relevant at all to the nature of open education. The purpose of the paper is to determine the most significant parameters and characteristics of the method of open activity-based education as the organizing principle of the educational process and a factor that ensures its effectiveness, in contrast to the method in the classical didactics and in accordance with the nature and functional purpose of open education. The paper is based on the analysis of fundamental philosophical works, introducing and formalizing the category of «method» for scientific knowledge and for practical, including educational activities; on the developments in the field of classical didactics method and in the field of organization of effective educational process in open education; on the work in the field of methodology of organization of activity. Methodology and methodology of the research. The basis of the work is the system-genetic analysis of philosophical works; structural content analysis of practical activities described and structured through the category of «method»; comparative analysis of practices and categories describing them, in the mode of sequential abstraction and selection of the most common characteristics of the category of «method». Results of the research. the grounds for a meaningful definition of the «method» category in relation to the practices of open education were identified and described. The paper substantiates the position that the «method» is a generic characteristic, denoting the objectified conditions for the successful implementation of various educational models, obviously different in accordance with the differences in the design characteristics of these models. The main parameters and characteristics of the method of organization and implementation of open education practices are described in detail. The socio-cultural grounds for the formation of the method in open education are determined. Conclusion . The main types of activities that implement the method in the framework of open education are structuring and schematization of ideas about reality, both obtained and implemented in the course of trial practical activity. The key content-management form that defines and provides the process of structuring and schematization is an educational task.