Language as a factor of interpretation and pedagogical knowledge comprehension

Abstract

The article deals with pedagogical knowledge comprehension concepts study. The author supposes the concepts of «reality» and «knowledge» to be the basic concepts of the socio-phenomenological processes of formation and social knowledge functioning description. The article states that the peculiarity of pedagogical activity, as one of the pedagogy phenomena, lies in the fact that in each individual case. This peculiarity is unique and it reflects person individuality, its entity (performer) and those who it is directed to (students). The study of trends in the formation and self-formation of the conceptual apparatus of modern pedagogy has led
to the following conclusion. To date, clearly manifests itself installation on the connection in the teaching of rational-logical and imaginative-emotional plans; strict scientific explanation of pedagogical phenomena and their comprehension, taking into account the socio-cultural traditions and personal emotional and spiritual experience of teachers; knowledge and creativity, including language, as evidenced by the «revival» of the conceptual apparatus of pedagogy, its expansion at the expense of figurative and artistic means, the resources of everyday language.