System and phenomenological representation of methodological approaches in education: comprehensive approach

this article attempts to present the methodological approaches used in modern educational sciences from the standpoint of a system-phenomenological approach. In particular, the sources, stages of formation and the essence of a holistic approach to the educational process in the context of a system-phenomenological representation of the phenomena of pedagogical reality are analyzed. The problems of conceptualization and contextualization of methodological knowledge are described in the context of a multiplicity of scientific paradigms and current tendencies to increase the diversity and heterogeneity of methodological knowledge. The potential of the system-phenomenological methodology is assessed as a conceptual tool for research in the field of educational sciences. The system-forming principles and basic categories of a holistic approach are highlighted, the potential possibilities of applying this methodological approach to the social and educational situation of the 21st century are considered, the significance of the holistic approach is assessed in the context of the implementation of continuing education strategies. The phenomenon of integrity as applied to the analysis of pedagogical phenomena, processes and systems is presented from different points of view: as the essential unity of logical parts in scientific and pedagogical research; as an opportunity to build new forms of implementation of a holistic pedagogical process in the logic of self-generation; as a form of reconstruction of pedagogical traditions in the new conditions of the development of society, in particular, analyzes the specificity of the representation of a holistic approach as a tool for the implementation of innovative projects and a means of systematic promotion of the methodology of scientific and educational activities in the information environment.