SEMIOLOGICAL MEANS OF SCIENTIFIC AND PEDAGOGICAL COGNITION

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