EXPERIENCE OF COMPREHENSIVE ANALYSIS OF THE DYNAMICS OF DISSERTATION DEFENSE IN PEDAGOGICAL AND PSYCHOLOGICAL SCIENCES (BASED ON DISSERTATION RESEARCH ON THINKING FOR THE PERIOD FROM 1980 TO 2022)

The idea of the work was to overcome the contradiction between the large array of dissertation research over time and the lack of necessary methodological tools for their analysis and generalization. It was implemented through a comprehensive analysis of the statistical results of disclosing the specifics of the growth dynamics of psychological and pedagogical knowledge about thinking, objectified in the texts of dissertation studies. The corresponding quantitative results were obtained using the method of parallel periodization of single-quality dynamics of indicators of time series of dissertation defenses. The study was based on 592 research works on thinking extracted from 21,886 dissertations for the period from 1980 to 2022. Research results. The dynamics were comprehended by the cumulative process of accumulation of theoretical knowledge and characterized by the formal deployment of studies of thinking. The phenomenon of simultaneity of dissertation defenses in time was revealed. It is characterized by a set of components of natural and artificial processes that determine their growth. The natural component is predetermined by the theoretical and cognitive preferences of the subjects of academic activity. The artificial component depends on political, economic and socio-psychological factors of influence. The analysis of their influence on the nature of the dynamics of dissertation defenses is carried out. More than 80 types of thinking with characteristics of the features of their thematic focus are shown. The practical significance of the work lies in the fact that the results of the study can rightfully be considered one of the criteria for qualifying and assessing the dynamics of the processes of growth of theoretical knowledge, planning and coordination of research programs by academic and design institutions. They can serve to orient academic and pedagogical workers in the main trends in the development of academic humanitarian knowledge.