SEMIOLOGICAL MEANS OF SCIENTIFIC AND PEDAGOGICAL COGNITION

Victoria V. Dobrova

doi:10.12731/2658-4034-2024-15-6-714

Victoria V. Dobrova Samara State Technical University https://orcid.org/0000-0002-3037-4797

DOI: https://doi.org/10.12731/2658-4034-2024-15-6-714

Keywords: language of pedagogy, pedagogical terminological field, semiological means, pedagogical notion, pedagogical concept

Abstract

Background. The language of pedagogical science as the main means of expressing scientific positions requires special attention, because it expresses scientific thoughts and presents new knowledge. Obviously, it should be accurate, avoiding ambiguity and uncertainty. Therefore, one of the actual tasks of modern pedagogy is to improve, develop and systematize the conceptual and terminological system.

The purpose of the study is to consider semiological means used in scientific and pedagogical cognition in order to identify, differentiate and analyze them, as well as to describe the author's toolkit for researching pedagogical concepts.

Materials and methods. The methodological basis of the study is the research techiques of pedagogical semiology and cognitive linguistics: content analysis, system-structural analysis, comparative analysis, method of interpretation, which allows to understand more deeply the functioning of the language of pedagogical science, to form and convey pedagogical meanings, to fix pedagogical phenomena in the language.

Results. The language of pedagogical science is based on words and expressions of a special kind, i.e. a special semiological system that comprises terms and notions. However, the unit of semantic representation of scientific reasoning is a concept. It represents a logical structuring of scientific ideas about the pedagogical object, so it’s rational to operate the term “concept” as a certain collective property of pedagogical activity, as well as a semantic core of culture.

Pedagogy has its own set of leading concepts to be described and studied. Therefore, we proposed a multistage toolkit for such conceptual analysis. The first stage is to place a pedagogical concept in the general term field of pedagogy. The second stage is to define the concept boundaries and its conceptual field with subordinate and revealing concepts. The third stage is the creation of classification, empirical verification and development of a systemizing model of the pedagogical concept. With the help of the proposed semiological toolkit it is possible to claim a full disclosure of the content of pedagogical concept in the conceptual pedagogical picture of the world.

EDN: LOLQPK

Downloads

Download data is not yet available.

Author Biography

Victoria V. Dobrova, Samara State Technical University

Candidate of Psychology, Associate Professor, Head of the Department of Foreign Languages

References

Arutyunova N.D. Language and the human world. Moscow: Shkola «Jazyki russkoj kul'tury» Publ., 1999, 896 p.

Boldyrev N.N. Cognitive semantics. Tambov: TSU Publ., 2014, 236 p.

Bordovskaya N.V., Rean A.A. Pedagogy. St. Petersburg: Piter Publ., 2009, 304 p.

Dobrova V.V. The concept of the “pedagogical event” in educational discourse. Vestnik of Samara State Technical University. Series: Psychological and Pedagogical Sciences, 2022, vol. 19, no. 4, pp. 47-56. https://doi.org/10.17673/vsgtu-pps.2022.4.4.

Gorsky D.P. Issues of the abstract and education. Moscow: Academy of Science of USSR Publ., 1961, 351 p.

Karasik V.I., Slyshkin G.G. Lingvo-cultural concept as a unit of research. Metodologicheskiye problem kognitivnoy lingvistiki [Methodological problems of cognitive linguistics], Voronezh, 2001, 198 p.

Koshkina Y.A Pedagogical terminology as an object of cross disciplinary studies. Vestnik Tomskogo gos. un-ta [Bulletin of Tomsk State University], 2010, no. 339, pp. 155-160.

Short dictionary of the cognitive terms / V.Z. Dem’yankov, E.S. Kubryakova, Y.G. Pankrats, L.G. Luzina. Moscow: Moskovskiy gos un-tet, 1996. 230 p.

Lukatsky M.A. Pedagogy in search of itself: a collection of scientific articles. Moscow: Izd-vo Mask. 2020. 500 p.

Maslova V.A. Introduction to cognitive linguistics. Moscow: Flinta Publ., 2016, 296 p.

Maslova V.A. Lingvoculturology. Introduction. Moscow Yurait Publ., 2024, 208 p.

Mavlanova M. Productive ways in teaching pedagogical terminology. Modern Science and Research, 2024, vol. 3, no. 6. URL: https://inlibrary.uz/index.php/science-research/article/view/34802 (accessed October 05, 2024).

Murphy G.L. The big book of concepts. Cambridge: MA, 2002, 555 p.

Nizomova M.B. Pedagogical terms as an object of linguistic research. EPRА International Journal of Multidisciplinary Research (IJMR), 2022, vol. 8(3), pp. 284-290. https://doi.org/10.36713/epra2013

Petrov V.V. Language and artificial intelligence. Language and Intelligence. Moscow, Progress Publ., 1995, pp. 5-11.

Popova Z.D., Sternin I.A. Essays on cognitive linguistics. Voronezh: Istoki Publ., 2003, 192 p.

Stepanov Y.S. Constants: Dictionary of Russian Culture. Moscow: Yazyki russkoy kultury Publ., 1997, 824 p.

Trotzke A., Ranki T. Introduction to Pedagogical Linguistics. Pedagogical Linguistics, 2020, pp. 1-17.

Veidt V.P. Problems of modern pedagogical terminology. Kaliningradskiy vestnik obrazovaniya [Kaliningrad Education Bulletin], 2020, no. 4(8), pp. 4-14. https:// koirojournal.ru/realises/g2020/23dec2020/kvo401/ (accessed May 01, 2023).

Yakovleva N.O. Conceptual apparatus of modern pedagogical research. Pedagogicheskoe obrazovanie i nauka [Pedagogical education and culture], 2012, no. 12, pp. 94-99.

Список литературы

Арутюнова Н.Д. Язык и мир человека. М.: Школа «Языки русской культуры», 1999. 896 с.

Болдырев Н.Н. Когнитивная семантика. Тамбов: ТГУ, 2014. 236 с.

Бордовская Н.В., Реан A.A. Педагогика. СПб.: Питер, 2009. 304 с.

Dobrova V.V. The concept of the “pedagogical event” in educational discourse // Vestnik of Samara State Technical University. Series: Psychological and Pedagogical Sciences, 2022, vol. 19, no. 4, pp. 47-56. https://doi.org/10.17673/vsgtu-pps.2022.4.4.

Горский Д.П. Вопросы абстракции и образования понятий. М.: Изд-во Академии наук СССР, 1961. 351 с.

Карасик В.И., Слышкин Г.Г. Лингвокультурный концепт как единица исследования // Методологические проблемы когнитивной лингвистики. Воронеж, 2001. 198 p.

Кошкина Е.А. Педагогическая терминология как объект междисциплинарного исследования // Вестник ТГУ. 2010. № 339. С. 155-160.

Краткий словарь когнитивных терминов / В.З. Демьянков, Е.С. Кубрякова, Ю.Г. Панкрац, Л.Г. Лузина. М.: МГУ, 1996. 230 с.

Лукацкий М.А. Педагогика в поисках себя: сборник научных статей. М.: Маска. 2020. 500 с.

Маслова В.А. Введение в когнитивную лингвистику. Москва: ФЛИНТА, 2016. 296 с.

Маслова В.А. Лингвокультурология. Введение. М.: Юрайт, 2024. 208 с.

Mavlanova M. Productive ways in teaching pedagogical terminology // Modern Science and Research, 2014, vol. 3, no. 6. URL: https://inlibrary.uz/index.php/science-research/article/view/34802 (дата обращения: 5 октября 2024).

Murphy G.L. The big book of concepts. Cambridge: MA, 2002, 555 p.

Nizomova M.B. Pedagogical terms as an object of linguistic research // EPRА International Journal of Multidisciplinary Research (IJMR), 2022, vol. 8(3), pp. 284-290. https://doi.org/10.36713/epra2013

Петров В.В. Язык и искусственный интеллект // Язык и интеллект. М.: Прогресс, 1995. С. 5-11.

Попова З.Д., Стернин И.А. Очерки по когнитивной лингвистике. Воронеж: Истоки, 2003. 192 с.

Степанов Ю.С. Константы: Словарь русской культуры. М.: Языки русской культуры, 1997. 824 с.

Trotzke A., Ranki T. Introduction to Pedagogical Linguistics // Pedagogical Linguistics, 2020, рр. 1-17.

Вейдт В.П. Проблемы современной педагогической терминологии // Калининградский вестник образования. 2020. № 4(8). С. 4-14. URL: https:// koirojournal.ru/realises/g2020/23dec2020/kvo401/ (дата обращения: 01.05.2023).

Яковлева Н.О. Понятийный аппарат современного педагогического исследования // Педагогическое образование и наука. 2012. № 12. С. 94-99.

FOR AUTHORS

EDITORIAL POLICIES