Pedagogy of culture: methodological discourse

The article solves the problem of identifying the most important methodological prerequisites for the study of the “pedagogy of culture” concept. At the same time, the concept itself is the object of close attention of the researcher as a means of constructing and forming reality, as a certain construction having certain properties; as a cognitive tool; as a mental unit corresponding to the structure of the real, historical life experience of the individual. To describe the properties and identify architectonics of the experience contained in the “pedagogy of culture” concept, hermeneutical analysis is used to reflect the content of the concept associated with the question of the method by which this content is established. Content is a set of general and essential features of the concept, with the dominant line in the structure of the concept being value. Since the “pedagogy of culture” concept has a multi-layered structure, reflects the result of cultural life of different eras, it is studied by a variety of different methods: historical, ethnological, formal, and structural. The expansion of the discursive field of study of the “pedagogy of culture” concept takes place through the prism of the philosophy of education, which makes it possible to understand the ontological nature of the institutional organization of education; helps to solve emerging problems: the reflection of such objects of philosophy of education as a person, pedagogical science as a self-developing system, the role of teachers in transformative activities.