CONCEPTUALIZATION OF PEDAGOGICAL DIAGNOSTICS – FROM ARISTOTLE TO PAVLO BLONSKYI

Abstract

The research is devoted to the conceptual principles of pedagogical diagnostics, the authors actualize the need for special in-depth reflection of the core ideological origins in pedagogical diagnostics as an important prerequisite for its scientific and theoretical conceptualization and practical implementation in the educational process.
It is stated that in modern pedagogical science, the complex phenomenon of pedagogical diagnostics is comprehensively studied in various dimensions: this complex field of knowledge is actually based on cognition, theoretical foundation, practical verification. In the authors’ reflection, they are personified with a number of scientists: Aristotle, K. Ushynskyi, P. Blonskyi.
The retrospective of pedagogical diagnostics formation as a theoretical and applied branch of pedagogy is reconstructed. Authors prove it is based on three main principles: knowledge, which Aristotle personifies; scientific and experimental concept, defined in the basic parameters by P. Blonskyi; practical, which combines the first two aspects in the exemplary form of the classical model, implemented in the second half of the XXth century by V. Sukhomlinsky. Emphasized a separate area of pedagogical diagnostics for working with adolescents having "behavioral disorders", initiated by I. Pirogov.
Expressed productive ideas of social and pedagogical thought concerning psychological and pedagogical diagnostics of P. Blonskyi. The scientist’s methodology of pedagogical diagnostics is based on clinical medicine experience, where the appropriate terminology has been borrowed. P. Blonskyi considered the objects of pedagogical diagnostics in development. He developed a comprehensive model to diagnose upbringing of the individual, based on a synthetic analysis of its activities. Despite the fact that in the 20s of the XXth century pedagogical diagnostics was considered only as a component of pedological service system, the scientist managed to give it a clear humanistic orientation, insisted on studying the psyche (soul) of the child, considering its individual and typical as well as gender, age and other characteristics during educational process. This demonstrated innovative approach in pedagogical diagnostics of that time.