UkrainianProfessional Education

Abstract

The article is devoted to clarification of the historiographical analysis of research problem’s specificity in dissertation papers in History of Pedagogy, that were protected in the Specialized Academic Councils of Ukraine during 2016. Insufficient attention of dissertationists to the historiographical component and differences in the sense of its definition were stated on the base of reference to theoretical sources and analysis of a large array of scientific papers. The analysis made it possible to state that only a small amount of dissertations contains the actual historiographical analysis of the research problem. It also allows to reveal the manifestation of several contradictory trends here, when authors: 1) identify historiography of the research problem with the degree of its coverage in scientific literature; 2) show the historiographic component haply, focusing on retrospective’s reproduction of a pedagogical phenomenon’s formation and development; 3) avoid the highlighting of Historiography’s issue. The necessity of the historiographical component in dissertation work on specialty 13.00.01 (General Pedagogy and History of Pedagogy) is emphasized on. It has been confirmed that Historiography, being “history of history” itself, the study of the research’s subject should be presented in historical and pedagogical dissertations as a certain periodization, the detailed justification of which (with the definition of a number of relevant criteria) may be taken out of the study’s boundaries

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