HUMANITIES-RELATED EXPERTISE AS A METHOD OF SCIENTIFIC KNOWLEDGE IN PEDAGOGY
The article is devoted to the topical problem of methodology in the ﬁ eld of scientiﬁc and pedagogical research, i.e. the analysis of the prerequisites for the design of humanities-related expertise as a method of scientiﬁc knowledge in pedagogy. The emphasis is on substantiating the role, purpose and instrumental support of humanities-related expertise in education. The three most signiﬁ cant fundamental methods in pedagogy are hypothetically singled out and considered, which make it possible to determine the scientiﬁc foundations of the method of humanities-related examination and its instrumental part of application in pedagogical research. These include pedagogical observation, pedagogical reﬂection, and pedagogical hermeneutics. The presented study reﬂects the content of the experience and conclusions of Russian scientists who employed the method of humanities-related expertise in order to determine the risks of approbation and implementation of new technologies in human life. The special purpose of humanities-related expertise in providing an ethical dimension in the process of assessing risks associated with modern innovative projects is emphasised. The study raises the problem of the formation of the expert position of the teacher, focused on the application of the method of humanities-related expertise in the practice of pedagogical activity directly in the conditions of work with children. The article has a character of an analytical outline and forms an idea of the areas of scientiﬁ c research in which the method of humanities-related expertise is presented as a subject of research. Based on the study, a signiﬁ cant clariﬁcation is made in the understanding of humanities-related expertise in education as a research method that is synergistic in nature and aimed at analysing the humanities-related potential of the process and the results obtained in the situation of introducing pedagogical innovations through the use of educational technologies, as well as in the context of the introduction of innovative pedagogical models and systems.