Volume 02 Issue 03-2022
1
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
02
I
SSUE
03
Pages:
01-06
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
OCLC
–
1121105677
METADATA
IF
–
5.963
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
In the past two decades, there has been active work on ordering and systematization of pedagogical terminology. She
made it possible to designate a list of problems that require their own solutions. These include the following:
ambiguity pedagogical terms, duplication of English pedagogical terms in foreign languages, the introduction of new
words into scientific circulation, pretending to be terms without connection with a specific concept and phenomenon,
etc. One of the main ways to solve these problems there is an active lexicographic activity in the field pedagogy.
Ordering and systematization of pedagogical terminology possible only on the basis of a serious study and
understanding of the entire the history of the formation and development of pedagogical terminology and taking into
account the traditions of the Uzbek language. One of the priority areas of such work should be the preparation of a
historical terminological pedagogical dictionary.
KEYWORDS
Pedagogical phenomenon, pedagogical theory, methodological aspects, systematization of pedagogical terminology,
ambiguity of pedagogical terms, analysis of pedagogical dictionary.
Research Article
PROBLEMS OF SYSTEMATIZATION OF PEDAGOGICAL TERMS AND
CONCEPTS IN THE SCIENTIFIC AND PEDAGOGICAL THEORY OF
COMPARABLE LANGUAGES
Submission Date:
February 25, 2022,
Accepted Date:
March 16, 2022,
Published Date:
March 27, 2022
Crossref doi:
https://doi.org/10.37547/ajps/Volume02Issue03-01
Mokhinur B. Nizomova
Lecturer, Karshi State University Karshi, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajps
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 02 Issue 03-2022
2
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
02
I
SSUE
03
Pages:
01-06
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
OCLC
–
1121105677
METADATA
IF
–
5.963
Publisher:
Oscar Publishing Services
Servi
INTRODUCTION
Integration processes in the field of education lead to
significant changes in the language of pedagogical
science, to the transformation of existing and the
emergence of a number of new problems in the field of
pedagogical terminology.
The most significant problems include the following:
•
Ambiguity of pedagogical terms, when one term
has several different concepts and, as a result, the
growth problems in communication of scientists
with each other;
•
Separation of the language of science from the
spoken and literary language;
•
Introduction of new pedagogical terms into the
language of science without evidence of the
novelty of the phenomena they reflect.
THE MAIN RESULTS AND FINDINGS
These problems contribute to the increased interest of
researchers to various aspects of the development of
pedagogical terminology. In the center attention of
researchers since the 1990s. There are questions of
ordering
and
systematization
of
pedagogical
terminology, study of problems unambiguity in the use
of terms in scientific and educational publications,
opportunities
for
standardization,
including
international, scientific terminology and others.
However, despite active research activities in the field
of terminology, many problems have not yet been
resolved.
First of all, they include the development
methodological aspects of using the terminology of
pedagogical science; search for the most optimal ways
to
streamline
and
systematize
pedagogical
terminology; lexicographic activity. Search for
methodological
guidelines
for
functioning
terminological system of pedagogy was one of the
most important directions in the materials of the
collections "Conceptual apparatus of pedagogy and
Education” (Issues 1-5) edited by M.A. Galaguzova and
E.V. Tkachenko. Many representatives of the scientific
community, practicing teachers draw attention to the
difficult situation in the field of use terms, composition
and structure of the system of pedagogical terms. In
particular, it is indicated that one of the ways to solve
these problems should serve to increase the level of
proficiency in pedagogical terminology as an integral
element of increasing the professional literacy of
teachers. In the logic of this problem, V.V. Kraevsky, in
particular, noted: “With scientific terminology in
pedagogy is not the best way ... Clarity and
unambiguity of terminology is an indispensable
requirement of scientific methodology, and for science
it is not at all indifferent what words are used and from
what conceptual environment they are taken”.
Similar views on the identified methodological
problem can be found in the works of M.A. Galaguzova,
G.N.Shtinova, V.M. Polonsky and others. In the article
by M.A. Galaguzova and G.N. Shtinova "Conceptual
terminological problems of pedagogy and education"
among a number of methodological problems facing
the modern pedagogical terminology, special
attention is paid to the principles of drafting
pedagogical dictionaries. In particular, the authors
stressed the importance use of the "thesaurus
approach", which, in their opinion, can provide some
standardization of terms in terms ofinformation
retrieval systems. Designated M.A. Galaguzova and
G.N. Stein approach received disclosure and
justification in a number of works by V.M. Polonsky.
The scientist designated a number of modern
problems in the field of pedagogical terminology,
requiring a speedy solution: “invention of terms”,
“unjustified congestion with foreign language
Volume 02 Issue 03-2022
3
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
02
I
SSUE
03
Pages:
01-06
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
OCLC
–
1121105677
METADATA
IF
–
5.963
Publisher:
Oscar Publishing Services
Servi
elements”, “arbitrary interpretation basic concepts",
"polysemy, synonymy, contradiction of the term
concept”, multi-component terms, “absence of a term
with explicit the reality of the concept, etc. As one of
the solutions listed problems V.M.
Attempts to systematize and streamline pedagogical
terminology connected with lexicographic activity. In
the 1990s were published two serious academic works
- "Pedagogical Encyclopedic dictionary” (2000), which
reflected the existing difficulties in defining content of
pedagogical terms and concepts. An example would
be disclosure of the key term "education" in the first
volume, compiled simultaneously with preparation of
the Law "On Education". In the encyclopedia,
backbone the term "education" was recognized, and
the term "education" was interpreted as systematic
acquisition of knowledge. In the second volume
education was declared the most important term of
pedagogy, which included education and training. The
task is to "explain the terms that are most commonly
used as modern researchers and practitioners" were
put before their publication by the authors-compilers
of the "Pedagogical Dictionary" (2000). For solutions
to this problem, as indicated by the authors
themselves, were involved monographs, scientific
collections of articles, textbooks "containing the latest
psychological and pedagogical vocabulary”. With this
approach, the dictionary in fact, cannot solve the task
assigned to him and remove the existing terminology
problems. This aspect can be reflected serve to reveal
the content of the most important terms, such as
"pedagogy", based on several dozen definitions, many
of which contradict each other. Such an approach
hinders another task is to provide the terms "first of all,
precise, clear and complete definitions. Glossaries of
terms of individual sections may be of interest
pedagogy, for example, “Adult Education: An
Interdisciplinary Dictionary terminology” (1995) and
“Terminology in the system of additional professional
education: a dictionary” (2001).These and other
editions tried to consolidate new terms that came to
certain areas pedagogical theory and practice from a
foreign language tradition or other sciences.
Dictionaries largely help scientists and practicing
teachers in revealing the content of many new terms
and concepts.
However, often there is an inclusion in the dictionaries
of terms without correlating their content with
established in theory and practice pedagogical
phenomena. An important direction in lexicographic
activity is emergence in the 1990s. so-called electronic
dictionaries. Among them advantages include the
ability to quickly respond to updating terminology and
providing users with new forms terminology work.
Thus, electronic dictionaries, on the one hand hand,
make it easier to solve the existing terminological
problems, on the other hand, they retain an important
drawback of dictionaries in "paper carriers" - the lack
of a unified concept for describing terms and based on
the history of terminology. Another area of
lexicographic activity researchers began to supply
many teaching aids, monographs, official documents
dictionaries (glossaries) of terms, used in these
publications. Such glossaries are intended clarify the
position of scientists on certain issues, consolidate in
terms and concepts of innovation in the practice of
education, to satisfy the desire authors to introduce
new terms into practice. An analysis of dictionary
editions showed that in the 1990s-2000s. has been
accumulated certain experience in expanding the
terminological base of pedagogy and its entry in
dictionaries. Difficulties faced by the authors dictionary
and encyclopedic publications are associated with the
desire to reflect, first of all, the recent changes taking
place in pedagogical theory and practice through the
terminology that accompanies them. Actually ordering
Volume 02 Issue 03-2022
4
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
02
I
SSUE
03
Pages:
01-06
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
OCLC
–
1121105677
METADATA
IF
–
5.963
Publisher:
Oscar Publishing Services
Servi
and systematization of terminology, as a rule, does not
occur. This is due to at least three important reasons.
First reason is seen as follows: terms in dictionaries are
arranged alphabetically, as a rule, without any internal
heading, which makes it difficult for the reader task to
build a hierarchy of pedagogical terms and present
them collection as a system. The second reason is to
present the content traditional and modern terms as it
is interpreted at the moment compiling an
encyclopedia or dictionary, without taking into
account the history of formation and development of
a specific pedagogical term and phenomenon. In
addition, on this aspect is influenced by educational
priorities compiler. In this regard, there is a need for
constant, almost annual reprinting pedagogical
dictionaries, which will greatly complicate activities of
scientists and teachers-practitioners. The third reason
is related to the desire of the authors of dictionary
publications consolidate new words and foreign
language terms in their writings. Similar borrowings
are credited to pedagogical terms without clarifying
the essence pedagogical phenomenon underlying a
particular term. Obviously, it should receive a
theoretical justification and be demanded by
practitioners of the education system before the term
fixing it can (and should) get into pedagogical
dictionaries.
In general, there is a certain contradiction between
constant updating pedagogical terminology and the
need for a large and painstaking preparatory work on
its processing and systematization. This contradiction
can be removed by changing the approach to
systematization of pedagogical terms and compilation
of pedagogical encyclopedias and dictionaries. A
promising approach is the preparation of a historical
terminological pedagogical dictionary. Disclosure of
the essence pedagogical term included in it, taking into
account the above problems, can be presented
through brief quotations from fiction, scientific papers,
articles in periodicals in pedagogical publications,
teaching aids, normative documents. Context of use
the term reflected in the quote will allow you to more
accurately indicate the pedagogical concept and
comprehend the essence of the phenomenon
underlying the term. Besides, the totality of the quoted
quotations will serve as material for a short article,
revealing the meaning of each term.
Another important approach to compiling a dictionary
is to historical principle in the selection of sources and
quotations from them containing pedagogical terms.
It's in chronological order arrangement of quotations,
taking into account the nature of the source from
which they are borrowed, because the modern
dictionary user needs know the whole path of
formation and development of a particular
pedagogical term. Thus, the dictionary will be able to
convey to the reader a rich cultural and scientific
experience of previous generations. Named Approach
will make more "transparent" the compiler's logic
when selecting terms for pedagogical dictionary,
defining their concepts and establishing a connection
terms with specific pedagogical phenomena. When
implementing
the
proposed
historical
and
terminological approach to compiling pedagogical
dictionaries will inevitably face a number of difficulties,
related to the principle of selecting sources and
citations from them, the order of their location in the
text of each dictionary entry in connection with the
type of source, defining periods in the development of
pedagogical terminology in general and certain terms
in particular, etc.
When compiling a dictionary, it should be based on a
number of principles, which include the following:
Establishing a hierarchy of terms and underlying
phenomena when forming the structure of the
Volume 02 Issue 03-2022
5
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
02
I
SSUE
03
Pages:
01-06
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
OCLC
–
1121105677
METADATA
IF
–
5.963
Publisher:
Oscar Publishing Services
Servi
dictionary; each term is important to consider in
the variety of its usein various historical periods;
The main stages of the formation and
development of the term in each of the articles
vocabulary are revealed through quotations from
artistic, scientific, educational literature and
normative documents;
Through quotations, a wide cultural and
educational the context in which the particular
term was used;
When describing a specific term that has different
terms, preference is given to the shortest of them.
CONCLUSION
Thus, the pedagogical dictionary by its nature should
be
historical-terminological
and
perform
two
important functions: to give representation through
the history of terms and their cultural and educational
context about trends in the formation and
development of pedagogical terms and this basis to
serve as a normative guideline for streamlining the
interpretation pedagogical terms. In general, the work
carried out in the last two decades on ordering and
systematization of pedagogical terminology allowed
point out a number of achievements and unresolved
problems in this matter. To the number unconditional
achievements of this period should be attributed to the
appearance of works, clearly and clearly indicating the
existing problems in the field of terminology, indicating
difficulties in the way of its streamlining and
systematization, determining the importance of
analyzing the history of pedagogical terminology for
problem solving. Among the unresolved issues are
point out, first of all, attempts to systematize
pedagogical terms and concepts in research and
dictionary-encyclopedic publications without reliance
on the history of the formation and development of
domestic terminology.
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American Journal Of Philological Sciences
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VOLUME
02
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Pages:
01-06
SJIF
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)
OCLC
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1121105677
METADATA
IF
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Publisher:
Oscar Publishing Services
Servi
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FEATURES OF PEDAGOGICAL TERMS IN
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‖
CURRENT
RESEARCH
JOURNAL
OF
PHILOLOGICAL
SCIENCES
2(12):
21-25,
December
2021
DOI:
https://doi.org/10.37547/philological-crjps-02-
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