Educology as a polydisciplinary direction: fundamentals and methodologems

Abstract

On the background of the methodological definition of the epistemes’ reference set of any full-fledged scientific subject, ideas and tasks, the object and subject of  e d u c o l o g y   as a new polysubject scientific discipline are formulated, as well as research and experimental facts are given, it is argued the main its  m e t h o d   vita-cultural substantiation. It is proved that the innovative educology of the modular-developmental content in the author’s scientific works in 2003-2006, for the first time explores in mutual complementarity and completeness the visible educational meta-process, or the so-called formal education, and the invisible but completely valid and totally influential, i.e. informal education, which is determining factor in psychocultural development and positive self-realization of a person throughout life. At the same time, the results of the structure-parametric synthesis and comparative analysis of domestic and foreign approaches to the creation of a holistic teaching on education are highlighted. In this theoretical aspect-systematization, essential differences of the widely available definitions of “educology”, “educational science” are subjected to methodological reflection as well as objects, subjects, main themes and contents are subjected to a comparative comparison in the relevant works of Ukrainian and international researchers. In addition, two of the most famous theoretical systems of educology in Ukraine were subjected to meaningful critical analysis – V.O. Ohnevyuk’s and scientific staff of the cognominal laboratory and A.V. Furman’s and representatives of his scientific school. As a result, it was proved that the second system is more methodologically balanced and substantiated, theoretically poly-subject and multi-disciplinary. To support this, an exceptionally unique and effective author’s construction of metamethodological optics is argued, namely a complex-system combination of four previously created  model-configurators of: a) theory of educational activity, b) vita-cultural methodology, c) innovative model-organizational technology of modular-developmental education, d) fundamental socio-psychological experiment on the replacement of traditional educational practice with an integrally innovative one, that in each individual case combines and synthesizes multi-subject ratio-humanitarian knowledge about national education as a researched complex-developmental object. As a result of all these intellect-personal efforts and the realization of the situational, motivational, active and post-active periods of thinking activity, in 2006 the author created for the first time a methodological plan-map of a more complex theoretical system   e d u c o l o g y   as a synthetic scientific discipline. It is a special modular-schematic representation of the object of poly-subject study, namely the vita-cultural space of society in the unity of its two spheres  the visible and invisible educational process, and at the same time a certain, mostly integral and multi-parameter, subject of a new scientific direction or a new scientific discipline with its individual ideas and principles, categories and regularities, concepts and methods of its construction, functioning, development. Heuristic possibilities of the offered plan-map as an effective methodological tool of problem-modular thinking activity have been argued, that makes it possible to organize interdisciplinary research in the vita-cultural direction according to a clearly agreed program of the scientific school.