Modern Types of Historiographic Sources in Pedagogy

Abstract

The article deals with modern types of sources in pedagogical historiography. Studying sources is an integral part of any science. Taking into account that pedagogical historiography considers pedagogy development and pedagogical views of scholars, it is very important to trace recent trends in educational thought. But epochs are changing, and nowadays this process is very fast, so, new types of sources are appearing. Thus, it is relevant to explore these sources. Therefore, the purpose of the paper is to study modern types of sources in pedagogical historiography. The tasks are: to find out, distinguish and describe innovative types in pedagogical historiography sources in comparison with traditional ones; to deliberate the classification of the mentioned phenomena. Such research methods as analysis and synthesis in historiography, source studies, historiography and pedagogical source studies were used. The results of the problem study allowed drawing the following conclusions. Both modern and traditional sources can be divided into types, families and kinds. Two of three types of pedagogical historiography sources (namely oral and written) have their reflection in modern means of storage and transition information. Modern kinds of oral sources can be represented by oral scientists’ reports, speeches in debates, discussions of educational issues, on-line pedagogical conferences and webinars etc. However, some of them can exist in traditional forms too (they are scientists’ speeches; consultations of scholars; discussions of educational issues). All traditional families of written sources in pedagogical historiography (namely narrative, didactic and documentary ones) have their reflection in modern means of storage and transition information. All kinds of written sources can be found both in traditional and modern forms, the exception is blogs. All varieties of sources have important but not the same meaning for pedagogical historiography. The conditional classification of modern pedagogical historiography sources was deliberated and presented in the article.