Internationalization of the History of Pedagogy as a Science

The article is devoted to exploring the essence of the internationalization of the history of pedagogy in the context of globalization, identifying its potential for overcoming crises and further developing historical-pedagogical knowledge. The views of domestic and foreign scholars on the causes and consequences of the crisis in the history of pedagogy as a science and academic discipline are discussed. It is shown that researchers from European countries associate the marginalization of historical-pedagogical studies and their displacement to the periphery of scientific inquiry with the educational orientation of the history of education and pedagogical thought – that is, with the aim of influencing the process of teacher training at universities and contemporary educational practice. One of the ways to overcome the crisis and renew the history of pedagogy as a scientific discipline is its internationalization, which is viewed as the process of incorporating international, intercultural, and global dimensions into historical-pedagogical research and the teaching of the history of education and pedagogical thought in higher education institutions. The main directions of activity within the internationalization of the history of pedagogy are defined as follows: publication of the results of national historical-pedagogical studies in international journals; conducting comparative historical-pedagogical research with clearly defined units of comparison, countries or regions, and historical periods; implementation of international research projects in the field of the history of education and pedagogical thought; international cooperation within professional associations, participation in international conferences and seminars on the history of education and pedagogical thought.