CONCEPTUALIZATION OF COMPARATIVE PEDAGOGY
Introduction. The article is devoted to the formation and development of comparative pedagogy. The problem of defining the boundaries of comparative education from the perspective of decisive events is considered. The issues of communication of pedagogical comparative studies with other fields of the science are actualized. Materials and Methods. The study was based on the methods of theoretical analysis and generalization of pedagogical science. For this purpose, the theoretical aspects of the position and development of comparative studies in the world are updated. Regularities and general tendencies of comparative education development are revealed, the comparative analysis of the position of comparative education in Russian and foreign pedagogy is carried out. Scientific approaches and methods, which do not always receive due attention in comparative studies, are of great importance. Results. The article defines the essence of the concept of “comparative education”, examines the methodological positions of comparative education, and reveals the features of the application of comparative research methods in the educational space of pedagogical science. It is particularly noted that modern methodology of pedagogical comparative studies, based on the idea of “dialogue of cultures”, attaches fundamental importance to the “mechanism of cultural selection” - “peaceful borrowing” of the best practices of the countries, in which scientific schools have recognized achievements. The results can be used in the theory and practice of comparative pedagogy. Conclusions. The research enables to bring in new ideas into old traditions in the field of comparative education, placing accents on different units of the analysis and enriching pedagogical comparativistics.