Multiplicity of Interpreting Theoretical Knowledge of the Phenomenon of Education

DOI

10.2991/hssnpp-19.2019.114How to use a DOI?

Keywords

theoretical image, researcher's thesaurus, interpretation, phenomenon of education, attribute matrix

Abstract

In the article, the author carries out a discourse concerning a great deal of different-format theoretical information about such a multifaceted phenomenon as education which exists in the scientific sphere. The author makes an attempt to correlate this array of information with the concept of "theoretical image of the phenomenon of education". In this article, the author also considers the causes of many heterogeneous reflections of the phenomenon of education and naturally raises the question: whether they are a consequence of the scientific thesaurus of the researcher and their methods of interpreting the results in the course of scientific research. The author hypothesizes that the emergence of such fragmentation of theoretical knowledge about the phenomenon of education in the scientific sphere is a consequence of the diversity of researchers' "lexical repository". The author proposes to implement the concept of "theoretical image of the phenomenon of education" as a generalizing cognitive mechanism and, in so doing, eliminate the fragmentation of the theorization of the phenomenon of education.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - V.V. Vihman
PY  - 2019/07
DA  - 2019/07
TI  - Multiplicity of Interpreting Theoretical Knowledge of the Phenomenon of Education
BT  - Proceedings of the Internation Conference on "Humanities and Social Sciences: Novations, Problems, Prospects" (HSSNPP 2019)
PB  - Atlantis Press
SP  - 602
EP  - 606
SN  - 2352-5398
UR  - https://doi.org/10.2991/hssnpp-19.2019.114
DO  - 10.2991/hssnpp-19.2019.114
ID  - Vihman2019/07
ER  -