TO THE QUESTION OF THE SEMANTIC DIFFERENTIATION OF THE CATEGORIES “NOVATION” AND “INNOVATION” IN EDUCATION
The third decade of the 21st century dictates new rules of the game: narrow profile knowledge in 2022 is no longer sufficient for deep detailed comprehension of the essence of the analyzed phenomena. Thus, a comparative scientist who wants to bring his research to a qualitatively new, high level of professionalism needs a profound knowledge of the culture and traditions of the country of origin of the educational phenomenon under study, as well as sufficient competence in the semantic analysis of terminology and making up the author ’s research glossary. The results of interdisciplinary research of “novation” and “innovation” categories in English and Russian from the point of view of comparativistic approach are presented which allow to analyze in details the phenomenon of education in private schools of Great Britain - the object of complex research of the author. The relevance of the conducted research lies in solving certain problems related to the semantic differentiation of the terms “novation” and “innovation” as well as in determining the basic meanings put into the concepts in the English-language pedagogical science, taking into account the etymological linguistic connection of the two terms as paronyms. The aim of the study is to differentiate semantically the categories of “novation” and “innovation” in English and Russian. The results of the study prove the validity of the semantic-terminological method showing the dynamics of the semantic content of the terms in comparativist pedagogical research.