E3S Web Conf.
Volume 210, 2020Innovative Technologies in Science and Education (ITSE-2020)
|Number of page(s)||5|
|Published online||04 December 2020|
Postmodernism in Russian pedagogical discourse
1 Don State Technical University, Gagarin Sq, 1, Rostov on Don, 344003, Russia
2 Southern Federal University, Bolshaya Sadovaya Str., 105, Rostov on Don, 344000, Russia
* Corresponding author: firstname.lastname@example.org
The article analyzes the state and level of theoretical elaboration of the issues of pedagogy of the postmodern era in the Russian scientific literature. Based on the analysis of the content of publications posted in the Russian leading bibliographic resource - bibliographic database of scientific publications “The Russian Science Citation Index» – the ratio of publications devoted to the problems of postmodernism in non-pedagogical and pedagogical discourse is revealed. There are established the main clusters, which include publications on general problems of postmodern pedagogy, problems of meta-postmodern pedagogy and anti-pedagogy. The interpretive approach allows us to prove that in Russian pedagogy, critical and analytical consideration of foreign pedagogical arrays dominates. At the same time, there are first attempts to determine the author's position on the creation of Russian postmodern pedagogy, which at present is not completely methodologically entrusted. The arguments used by the authors to substantiate postmodern pedagogy are very exotic and fully correspond to the principle “Anything goes”, which is a methodologically regulating postmodern pedagogy.
© The Authors, published by EDP Sciences, 2020
This is an Open Access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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