Post-non-classical pedagogy as an object of transdisciplinary and methodological reflection: risks of desovereignization

the article is devoted to the methodological problem of desovereignization of post-non-classical pedagogy and is of an analytical-hypothetical, debatable nature. The research problem is to determine how cultural and scientific transformations associated with the formation of post-non-classical culture, science, development trends of post-non-classical science influence the development of pedagogy; what methodological trends of post-non-classical pedagogical research these transformations form, including those of a destructive nature. The author focuses on the trends in the development of science in the context of post-non-classical culture (humanitariazation, convergence, intensification of inter- and transdisciplinary research, etc.), strategies for the development of post-non-classical pedagogy (in what direction should pedagogy be developed?), the trends in the methodology of post-non-classical pedagogical research, the risks of desovereignization pedagogy, factors of desovereignization, involution of post-non-classical pedagogy, methodological entropy in pedagogy (spontaneous divergent and convergent processes in science, the formation of «metascience», «technoscience», intensification of inter- and transdisciplinary studies of education, integration of pedagogy into inter- and transdisciplinary complexes, influence postmodernism, rejection of the paradigm as a methodological standard of research, emphasis on methodological pluralism, multi-paradigm). The author accentuates the main destructive methodological attitudes/trends/tendencies of post-non-classical pedagogy, post-non-classical pedagogical research (humanistic «declarism» (A. A. Arlamov), technocratism, «parade of paradigms, methodologies, neo-pedagogy» (V. V. Kraevsky), «erosion» of the disciplinary structure of pedagogy, legalization of «polymethodologies»), it is argued that the condition for ensuring the scientific sovereignty of post-non-classical pedagogy is the complementarity and synchronization of the following strategies for its development: theorization, humanitarization, methodologization and convergence (application of inter- and transdisciplinary approaches, inter- and transdisciplinary methodological tools in pedagogical research).