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

Introduction. The investigation of any pedagogical phenomenon assumes the identification and explanation of its methodological foundations as a required and initial condition. The purpose of the paper is, based on generalization of existing scientific ideas about pedagogical methodology, to prove the need for a methodological justification of the system of methods for the teenagers’ patriotic education, formulate its main essential characteristics, as well as identify and designate conditions that make it possible to attribute the studied object to methodological knowledge. Methodology and methods of the research. The system of the teenagers’ patriotic education is chosen as the object of research, and its methodological justification is the subject. The methodological basis of the research is the dialectical method of cognition, as well as the systemic and content-functional approaches. The research problems are solved using the methods of theoretical and philosophical, structural and functional analysis, and generalization of scientific literature. The paper analyzes the theoretical notions and concepts of domestic and foreign scientists on the principles, organization and methods of obtaining knowledge in pedagogical science. Based on theoretical research by A. V. Barabanshchikov, B. S. Gershunsky, I. V. Zagvyazinsky, V. V. Kraevsky, I. A. Lipsky, N. D. Nikandrova and other scientists, the author’s point of view on the methodology justification of the system of methods of the teenagers’ patriotic education is proposed. The results of the research. The analysis of modern ideas about the methodological foundations of pedagogy such as the concept of the methodology of pedagogy, its essential characteristics and structure is realized. The place of the system of methods of the teenagers’ patriotic education as a pedagogical phenomenon in the methodology of pedagogy is revealed. The conditions that allow us to attribute scientific knowledge about the system of methods of the teenagers’ patriotic education to methodological knowledge are determined. For this purpose, the principle of a content-functional approach to the analysis of the methodology of military pedagogical science, proposed in the works of A. V. Barabanschikov, was practiced. In the process of methodological analysis, criteria were used to identify the possibility of classifying knowledge as methodological: the criterion of abstraction of knowledge and the criterion of the subject content of knowledge. Based on the position of prominent Russian scientists, the author substantiated the possibility and necessity of studying the system of methods for the teenagers’ patriotic education not only as a theory and practice, but also as methodological knowledge. Conclusion. The teenagers’ patriotic education is a complex pedagogical system, in which methods of education occupy a significant place. However, to consider methods of education simply as a complex of methods and techniques of educational interaction is futile. The methodology of educational interaction, in turn, is a pedagogical system that requires not only research from the perspective of its praxeological and theoretical aspects, but also a deep methodological justification. The practical significance of this article is that this is one of the first attempts to single out the system of methods of patriotic education as a pedagogical phenomenon, and determine its place in the methodology of pedagogy, as well as formulate the methodological foundations of that system.