Modern discourse of the components of the methodological research in pedagogical system

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Modern discourse of the components of the methodological research in pedagogical system

Volodymyr Bondar

In the article the methodology of the research is considered as systematical result directed complex of methods, principles, actions, operations which are the components of methodology and technology that are needed to achieve the goals by the means of research aims. Exactly they reflect the logic, history of formation of selected object and subject of the research, stages and sequence of scientific research, connections of each component of methodology.

These and other questions are illustrated from the position of methodology that is the general, organi-zational, cognitive and procession base of pedagogical research. Methodology is being introduced in a wide variety of its general scientific concept and methods of cognition depending on the specification of subject of the research and its belonging to corresponding scientific sphere.

Key words: methods; methodology; phases, principles, cycle of management of methodology research; structure of methodology; system.

Introduction. The scientific category «meth-odology» and its different word-combinations as «theoretical and methodological principles», «philosophical and methodological foundations», «methodological concepts» etc. are being used in the published materials, these investigations of the pedagogical and psychological fields as well as in monographs and other publications. But the content of public materials doesn't always correspond to the term «methodology». The comment-ing of this definition reveals in science depending on the level of the scientific competence and the general erudition of the researcher.

In the introduction parts of theses the scien-tific set is being opened. There one can often find the author's statements that the methodological foundation is consisted of the «....philosophical statements, psychological and pedagogical theories», «... systematic, structural and functional, cultural, cognitive, quality controlled, compe-tence approach» etc.

The similar view on the existence of methodolo-gy is followed in the works of numerous research-ers of psychological and pedagogical problems in different areas of their direction and theoretical synthesizing.

Aim of the research is to elucidate the definition and realization of systematical and scientific prin-ciples in the process of scientific project develop-ment, and the defining the structure of conducted research as the whole of all its components: the ob-ject, the subject within the interaction of empiri-cal, theoretical and methodological components.

The analysis of the content of numerous pub-lications proves that most authors consider the methodology of their researching works as some pedagogical theories or scientific approaching. Thus, they build the foundation and theoretical principles of their works.

The discussion of the content of the definition «methodology» has the scholastic character and it is not fundamental and it has neither theoretical, no practical meaning. To our mind, it is a wrong point of view that leads to impoverishment of the scientific researching, the loss of logic, and the systems of the methods of cognition as well as the waste of the philosophical validity in general methodology (Bondar, 2001, p. 3-10).

As an example, there are such word-collocations as «theoretical and methodological foundations or principles.» that can be met in the works of PhD researchers. Thus, the title of the thesis has to be consisted of the subject and object of the inves-tigation. On the contrary, it looks like incorrect and tautological. But the thing is not also in this. The achieving of the goal of investigation needs the accurate setting of tasks that are to be solved in the investigation. This is necessary to formulate the chapters and parts of the thesis (monograph) in accordance with logical consistency of the in-vestigation's phases that lead to the conclusion.

Paralogism leads to the unsystematic character in the organization and conducting the research, its presentation and its results. In the example giv-en above the first part of the title «Theoretical and methodological aspects. » includes the logical definition «theory and its structure», but the sec-ond one «methodology» rests misunderstandable. We consider the content of this definition must be observed more in details with all its structure and categories (Kopnin, 1968, p. 258-259).

Methodology of scientific cognition in peda-gogy and systematical and structural principles for its projecting and realization in all the staged of research. Methodology (the definition «meth-odology») has its origin from the Greek language: (methodos) - method that means as the way of theory of knowledge, its organization, and (lo-gos) - the philosophical scientific knowledge.

Extrapolation of the interpretation of the main meaning of the term «method» helps to make the conclusion that its content and nomination are within the acting direction, another words they are in the way of scientific researching activity. It is founded on the system of consisted researching tasks by the single-mindedness researcher who achieves to the positive result of the set goals.

The second part of the definition «methodol- ogy» is «-ology». By its content is directed to the system of principles that are the parts of the struc-ture of method and that they expand the scientific possibilities up to the philosophical cognition. Under the definition «philosophical cognition» we understand the definite processes in the society life, nature and the peoples' thinking.

Summarizing all above, we make a conclusion that the category of methodology of a scientific researching (Kategoria - Greek origin means the notion, definition, meaning of the word) is the scientific system of forms, methods, technologies and principles of the theoretical and practical re-searching of the scientist. It ensures the achieving of all necessary goals and tasks. To our mind, any scientific methodology must have three compul-sory components: the philosophical, theoretical and technological (methodological) ones.

The philosophical component bases on the generally accepted philosophical principles. The understanding and mastering of the generally ac-cepted philosophical fundamental categories and methods give the researcher the opportunity to orient itself in the hypothetical conditions in the society and environment, to find the right way out in every theoretical and / or methodological problem.

For instance, in the sphere of establishments and educational institution management the the-ory of systems should become the philosophical base in the educational work of managers taking into account the general philosophical principles given above. The theory of systems and the sys-tematic approach as the world-view foundation in the researchers' activity stipulates mainly their cooperation with the system of different forms

and levels: establishments, educational institu-tions and its subdivisions each of them has me signs of social system. The same concerns the theses and monographs. Each completed inves-tigation must be systematically organized and contain theoretical and practical parts. It has to illustrate the sense of object and process that are being studied. Every section of the thesis or / and monograph is the first level of system, the part of sections has to be the second level of system etc. Thus, the content of the whole research with all the sections and parts should illustrate the sys-tem as the whole (Lezgina, 1974, p. 56).

The analysis of the content of research and the public address of some scientists do not prove enough the clearness and illustration of the struc-tural components of the system. It leads to the paralogism and lack of comprehension of the sequence of cooperation and interference of all the components and the results in the research. We consider it to be necessary to remind all the compulsory signs of all the systems of any level and volume (technical, biological, social systems and so on). It must include the presence of the goal, tasks, functions; the structural analysis; the hierarchy of the components; the interconnection and qualitative cooperation of all the components of the system; the interconnection with the sys-tems of another levels; entropy (entropia - from Greek means the transformation, metamorpho-sis) that is the aspiration for the initial condition, and it is tending person to be leading manager. The main function of entropy is the premonition of destruction, ensuring of stability and self-de-velopment of the whole system within the laws of synergetic (Shtoff, 1972, p. 110-115).

Concerning the scientific research, the realiza-tion of the systematical approach must be illus-trated in accordance with the signs listed above.

The definition and statement of the research goal as the realized view of the predicted result is the thing that makes a scientist to be inspired.

The tasks setting has to be the foundation of the defining the phases of the investigation. Tasks are the compulsory steps to achieve the goal of the re-search.

From the part of the systematical approach the defining of the hierarchical subordination of all the components is very important.

Hierarchy in the structural components of the research work needs the defining of the priority directions and attention of the work. It is natural that all the components of system are compul-sory and they all have to be illustrated. But form the top of hierarchy the key attention should be paid to the experimental part of the research work and its scientific ground, as well as to the studying of the facts, all necessary materials and their synthesizing.

The interconnection, quality and interference of the components of system are well followed in the examples. The weak, non-defining scientific apparatus in the introduction part will have the negative effect on all the work. The poor theoreti-cal analysis of the works of scientists of the defi-nite problem leads to the inadequate arguments and to the eliminating of the theoretical part and results of the research work. methodology technology research

To our high regret the analyses of the numer-ous PhD theses prove that the experimental com-ponent of the work mostly does not correspond to the requirements of the conducting of the ex-periment neither by its grounds, no by its formal signs. The experimental part by its informational content must contain the structural components of primary importance in the thesis. The disre-gard of this requirement is incompetent. The main goal of experiment is the practical checking of the scientific foundations and practical propos-als in the content of so called model. The model must me approbated to prove its effectiveness for particular sphere of pedagogical activity.

The interconnection of general systems in the research work is seen quite well in the author's publications of the particular problem. The au-thor's skills and experience help to illustrate the interconnection of systems in the subject of a par-ticular research work.

The one of the signs of system in the investiga-tion is the conditional goal. It is followed well in the sections and parts of thesis and / or mono-graph but it also needs to be corrected. Some of the researchers illustrate the achieved results in the written work and they are not limited to di-vide the word in the sections and parts but also, they separate all structure into the small chapters (as, for example, 1.1.1, 1.1.2, 1.1.3 etc.). Such kind of approach corresponds to the requirements of the system where every component has its own place in the content of system of some level. This system has all qualities to exist and its content dis-covers the sense of title.

Entropy needs to be paid attention to in the thesis research where there are a lot of theoreti-cal and empirical materials. Author faces with a problem of arranging and systematizing all material in accordance with the set goal and tasks of research. This can drive to despair of the author and he / she illustrates the material thesis and / or monograph chaotically that sometimes leads au-thor to stop the research.

The way out is in the presence of such com-pulsory sign of system as the management. Its role is to organize the structure clearly, consis-tency of the titles of the elements of the work, their clear statement in the basis of the author's view and in accordance of the set goal and tasks at the beginning of the work. The statement of the sections, parts and elements of the work may also be changed in the process of investigation. The achieved information may influence on this change, but the presence of such components in work must direct consistency of the chosen mate-rial on the accordance of set tasks and the volume of the work. That means that the author coordi-nates this process in its pedagogical activity.

The stated characteristics of systems are univer-sal and they inherent to any system. Some authors call them principles, sometimes they are called functions of the system. But the main thing is that they really present. The understanding of charac-teristics' content, definition and interconnection give the opportunity to the author to study and build original manuscript in the field of set prob-lems that are the subject of interest to the author.

The next compulsory component of the re-search in the pedagogy is the system of theory as the proved synthesized complex. This complex includes statements that illustrate the result of author's experience, its practice in some sphere or hypothetical statements that need to be ap-probated in future. The theory must illustrate the exact formulated concepts - so called system of views. This system defined and directs principle thoughts, the ways out of some scientific prob-lems from the beginning to the end. The system also functions to define the tendencies of formu-lated rules, laws, principles, leading ideas, outgo-ing statements, functions etc.

The theoretical component of pedagogical re-search is bases on the analysis of the preceding scientific researches of the problem that is being studied and on the personal author's concept stat-utes that he / she received during the investiga-tion. The most extended practice of the theoreti-cal component research work is the retrospective analysis of the most essential preceding studies and the elucidating of the own views of the author and its practical experience.

Not infrequently in the theoretical part cer-tain tendencies we have to deal with need to be considered. Those tendencies are inherent to the research problems. Certain efforts are made to identify regularities based on persistent relation-ships of functioning of the explored system, phe-nomena, objects, processes, etc.

There is a widespread tendency among the au-thors to present the new principles in the theo-retical part, the artificial ones, which realization provides the existence and the development of the explored object. But the given definition of prin-ciples is not always the same as the meaning of those principles. For instance, there are compara-tive charts in the theory of the establishments / high school management with the system of those principles developed by different authors.

Among the systematical principles of the man-agement of high school establishments there are the solidarity of the staff, financial and business initiative, the principles of the management, the functioning of the management work, etc. All these ones are not considered as the category of principles.

It is impossible to find out the principle by the author's point of view and its comprehension. All principles have to be based on the defining regularities that persist relationships of function-ing of the explored system, phenomena, objects, processes, another word they should be based on the certain laws, regularities, etc. At the same time the principle has to be checked practically by its adequacy to be the part of certain system and con-ditions of its functioning. For example, there are some principles in the management of the peda-gogical systems as planning / modeling principle; informational supply principle; principle of the reserve connection etc. They make the funda-mental scientific foundation and need to regulate and supply the effective activity. The same con-cern the well-known didactical principles which everybody knows from the times of studying in the university and practical courses.

Regularities, tendencies and principles can be defined only after the object of the research has been studied and well explored with all its signs, inconsistencies, the connections between its structural elements of the explored process.

Theoretical component with the experimental one defines the high quality and scientific value of the work of author or a group of authors.

The third component of the pedagogical re-search is the technological one that is based on the cognitive, methodological foundation of the pre-dicted and molding experiments. This research component makes the author's philosophical views, methodological predictions and certain methods to be realized. Sometimes the pedagogi-cal terms «technology» and «methodology» are used as the synonyms. To our mind, the tech-nology is the general algorithm of collecting the information of the process, evaluating of results. Nevertheless, the methodology is the system of methods, principles, actions, procedures of cer-tain pedagogical activity related to goals and tasks.

The certain logical sequence of operations of-fered by the author should be based into the tech-nology of scientific research as well as the theo-retical cognitive activity. These should realize the necessary empirical information during the ap-probation period and execution the theoretical regulations in order to achieve the goals and tasks of investigation.

We consider the functions of the management process (so called management cycle) in its val-ue or partly are the foundation of the process to achieve any goals successfully.

Classically functions of the process accordingly to the general sequence of operations and their execution have the following logic and name in the theory and practice: developing and accepting the way to achieve a goal; organization and execu-tion of the way to the goal; analysis, correction and regulation which have the inner structure de-pending on the complexity of process, object and conditions of its execution.

For example, the accepting of managing so-lution has different forms of its representation (planning, modeling, prediction, projecting, etc.). But all of them have the obligatory consequence components: accepting the goal of research, col-lecting data, analysis of collected data, developing the best solution and its accepting.

In the thesis research the scientific function is realized in the following way: studying and retro-spective analysis of scientific data and experience that are interested to the author, defining unsolved solutions that are parts of problem to be solved, its concretization and defining the set goal and tasks that are necessary to be developed, exploring dif-ferent variants of research' program (content, methods, organization and sequence of the phas-es), valuating of the tutor of the best variant of dif-ferent programs, fixation and final confirmation.

The next phase of technological process as the component of methodology is the organi-zation and regulation of execution of accepted solution. It has the following content: provid-ing the proper financial conditions of executor's activity, the selection of executors (attraction of members of experiment, consultants, technical support managers, and others), their motiva-tion to act and to give instructions of the current activity (what and where to do); alteration and regulation of conclusion.

Giving an example of scientific research we can see the following phases: developing the model of system that will be checked on practice (although it may be done on the previous stage), its scien-tific grounds, selection of the methods that need for approbation, giving instructions for all the participants of experimental approbation, orga-nization of the experiment itself, collecting data base, alteration and regulation of the program of experiment if it is necessary.

The main solution on this phase of research is to check the practical appropriateness of the de-veloped author's innovative system that is dis-played in the model as a project of experience organization, for example, within the problem of establishing management effectiveness, orga-nization of methodological work, increasing the staff competence, etc., as well as the adequacy of chosen methods and forms of organization, their displaying in the set goal and tasks of experiment.

The final stage of the technological component of methodology is the analytical evaluation of re-sults of experiment and correction of theoretical issues (if necessary) that were based in the study of innovation system during approbation.

Pedagogical conditions that are not required the approbation by the experiment (for example such disciplines as comparative pedagogy, the his-tory of pedagogy), mostly are conducted with the logic component of theoretical and methodologi-cal parts of the research accordingly to the specifi-cations of object and subject of investigation. For example, there is no need in developing the model when approbating theoretical issues but the giv-ing theoretical predictions for embodiment of the research. In the studying of creative inheritance of the outstanding pedagogues the cognitive, sci-entific categories are related to the apparatus of the research. They are eliminated in the introduc-tion part of research and they mean the investi-gation study. They are consisted of the problem of research, the goal, object, subject, hypothesis, conception, general methods of organization and theoretical and experimental data etc.

The problem of the scientific research is founded in the analysis of the theoretical re-search of literature and the vivid practice of the previous scientists according to the conditions of the science of nowadays and providing the needs of society and the education itself, its future de-velopment within the world tendencies and the world challenges.

The main thing in the problem of research is the argument definition of the concrete key in-consistencies and factors that appear due to the object, subject, process that play the important role for the science and education practice. To solve the problem, it is necessary to determine theoretical, organizational and technological fac-tors and conditions needed to overcome all exist-ing controversies by taking away of incongruities which are essentially the aim and the purpose of the research.

The goal of the research is the objective view of the final result that can be achieved with the help of adequate principles and by providing the nec-essary theoretical, organizational and technologi-cal conditions proposed before.

The aim and the tasks of the research are de-termined by its general direction to achieve the prognostic result. The set tasks form the struc-tural and logical base of the research, the develop-ing of its structure, defining components, parts of monograph or thesis.

The most extended mistake of the researchers (it concerns as senior researchers as junior ones) is to start the study research from the first theo-retical section where all researched tendencies, principles, conceptions, statements are displayed by the author. The natural question rises about its origin. Theoretical summarizing of the author have to be based on the systematical and detailed analyses of the previous studies of the problem that is to be solved on the author's experience and empirical experiments

The developing of any problem has to be start-ed not from the theoretical facts (that can be in case of author's genius skills to create innovative ideas and fundamental statements) but from the retrospective analysis of scientific works of schol-ars who researched this problem before, their ar-guments and definitions of problematic questions of the quality of results of their research, defining the problems for further research. Theoretical au-thor's data development can exist just in case of proving the needs of new theoretical statements which are based on the previous ones but it need the deepest modernization and studying of the practice that already exist and personal experience that is displayed in proper sections of the work.

Developed theoretical statements of the re-searcher cannot exist independently. They must be the component of proper author's system that needs practical experimental examination. For positive results of their approbation they can be scientific acquirement and to be worthy atten-tion and using.

The certain attention should be paid to the sci-entific categories as the object and subject of re-search that are the components of methodology.

The object is the phenomenon that exists in-dependently from our consciousness, society where the study is eliminated. At the same time the subject of scientific research is the structural component of the object, its specific part that has all indications of system on the proper level and has the certain problems that need scientific and practical solution.

For example, if to say about the problem of ef-fectiveness of the management of establishment then for its solution the object is the manage-ment of establishment as the social and peda-gogical system in the whole with all its structural components, and the subject is the component of management of high school establishment that must be elected. For instance, «System of work planning of school», «Scientific principles and organization of data support of the manage-ment of educational establishment, «Optimiza- tion of control and evaluating of educational es-tablishment activity», etc. Although the subject of the research of the chosen objects above must foresees theoretical and technological content that will be studied and analyzed in the process of research. If to take into account the system of planning of school's work the focus of the sub-ject of research can be the following one: scien-tific approaching, theoretical experience of work planning of educational establishment as the part of management and summarizing the prac-tical experience.

The well-developed scientific research foresees the adequate certain hypothesis that is defined as statements by most authors. To our greatest dis-appointment, they do not need the experimental approbation. For example, the effective manage-ment of educational establishment can be real-ized with the help of certain data law base, proper financial support, scholar modern management, social and psychological assist of the pedagogical

staff and competent management which is found-ed on the principles of democracy and humanism. We can assure that all these factors are intended on the providing the quality of management and the do not need the approbation.

Conclusion. The general organizational and experimental base of all researching is the meth-odology of scientific cognition as the science in all its varieties and the main core is dialectics with its laws, categories and principles. Closely to it there is the methodology with concrete subject that has its own specifics conditioned by the object of re-search which every scientist can choose and de-velop taking into account the peculiarities and conditions of functioning the certain subject of the research. But even the best methodology with concrete subject is the component of the general scientific methodology of cognition in which the quality and success of the scientist depend on the level of perception and culture.

References

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Література

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