Home – Home – Jornals – "Philosophy of Education" 2020 number 4

Introduction. The present paper is aimed not so much at understanding the problem of the emergence of diverse disciplinary theoretical interpretations (“theoretical prototypes”) of the phenomenon of education in the scientific multidisciplinary space, but at their subject specificity. The diversity of theoretical interpretations is due to the variety of sources and mechanisms that generate them. It is suggested that disciplinary “educationally-oriented” scientific fields are sources of producing specific theoretical interpretations of the phenomenon of education. Mechanisms, in turn, are disciplinary methods and constructs, scientific traditions and research programs that dominate within each subject area. It is assumed that the novelty of this work lies in the adoption of the following circumstance - the disciplinary field is nothing more than a space for constructing theoretical representations (prototypes) of the phenomenon of education with its own special architectonics. It is argued that the configuration of the architectonics of the design space deserves attention in the context of solving the stated problem. The result of this work is the assumption that disciplinary scientific fields are characterized by a local configuration of the architectonics of the space for constructing theoretical prototypes, projecting their own “architectonic imprint” on them. Methodology and methods of the research. The methodological basis of this work is the appeal to the so-called “spatial turn” in scientific knowledge. It is noteworthy that in socio-humanitarian science to this day discussions on issues of spatial problems in general and the production of space and its specificity in particular do not stop. The appeal to A. Lefebvre’s concept on the reproduction of space by professional communities and the interdisciplinary concept of “architectonics” is of particular importance in the light of the solution of the problems we have defined in understanding the disciplinary spaces of design. In this context, it seems convincing to analyze various disciplinary spaces for constructing theoretical interpretations of the phenomenon of education and the specifics of their configuration in spatial coordinates. Spatial (architectonic) coordinates have an immanent disciplinary character, which in our opinion determines the outline of the architectonics of space. The results of the research. In understanding the specifics of theoretical interpretations revealed in a multidisciplinary space, an idea was put forward about the features of mechanisms and the conditions for their origin. Various disciplinary methods and traditions were adopted as such mechanisms, and the conditions recognized the fact that disciplinary fields not only act as a space for constructing data from theorized educational phenomena, but also have their own unique architectonics. It is proposed to take the theoretical results of constructing by researchers in disciplinary spaces as disciplinary prototypes of the phenomenon of education. The definition of such an approach to the reflection of an array of theoretical ideas about the multidisciplinary phenomenon of education allows an attempt to clarify the ontogenesis of all its available and potential interpretations. Conclusion. Despite the supposed simplicity of understanding the phenomenon of education and the presence of a variety of scientific disciplines that study it, the Genesis of such a huge body of all possible theoretical interpretations in the scientific space remains unclear. Paying tribute to what has been formed and accumulated by “educational-oriented” disciplinary Sciences in terms of understanding the phenomenon of education, it is proposed to look at the process of origin of the theorization of the studied phenomenon as follows. On the one hand, all theorizations of the phenomenon of education should be accepted as its disciplinary prototypes constructed by researchers in the process of comprehending this phenomenon, on the other hand, all constructed disciplinary prototypes have the “architectonic imprint” of the space of construction. It should be noted that it is proposed to apply local architectonics to the disciplinary design space, which demonstrates the limitations of its heuristic potential. This will later allow us to bring the research strategy of cognition of the phenomenon of education to a new level - the open (network) architectonics of the design space.