Epistemological Format ofPedagogical Science and Evidence-based Pedagogy

Abstract

The article addresses the problem of epistemological basis of pedagogy and its research methods. This is particularly relevant in the light of the formation of theoretical framework in peda­gogy. The following topical themes are discussed in the article: a) inductive, hypothetico-deductive and abductive reasoning in pedagogy, b) causal explanations of pedagogical phenomena, c) argu­mentation of pedagogical conclusions and consequences, including empirical, theoretical and con­textual types of argumentation. The authors briefly touch upon the logical interpretation of “norm” and “evaluation” in pedagogy. The problems related to pedagogical theory constructing are identi­fied including incompleteness of abductive model, insufficient evidence of all types of pedagogical argumentation and causal interpretation, and lack of clarity of the category “measure”.

Keywords

• pedagogical science
• evidence-based pedagogy
• epistemological format
• abductive model of reasoning
• empirical
• theoretical and contextual argumentation
• problematic content