Jean Paul as a phenomenon of socio-pedagogical consciousness: gender aspect

The article shows the possibilities of the phenomenological approach to the study of the past in the unity of the historical-genetic, structural and formal-logical methods; conceptual-biographical method, interpreted in terms of three levels of research: what approaches to the topic are proposed by scientists and what results are obtained; what are the social conditions for the formation of the concept in the light of the level of development of science in this field of knowledge at the time under study; and what is his creative contribution, correlated with the contribution of other researchers. Attention is drawn to a phenomenon little studied in historical and pedagogical science-social and pedagogical consciousness as a direction of social thought, the analysis of which is effective with the help of the proposed method. One of its aspects is considered - gender, which plays a significant role in the time under study. Substantiates the position on the allocation of socio-pedagogical consciousness as a structural component of the interdisciplinary field of gender knowledge. In this regard, the work of an outstanding representative of pedagogical thought, Jean Paul Richter, is of interest. Attention is drawn to the fact that his "essential and eternal teaching" (K. Schmidt) has not been sufficiently studied in the stated aspect. With the help of the proposed method, a number of complex and controversial issues of historical and pedagogical knowledge are solved: the sources of the genesis of the gender approach in pedagogy, the content and structure of social and pedagogical consciousness. The conceptual provisions on the principles and means of education of boys and girls are revealed. The significance of Jean Paul's contribution to the development of the socio-pedagogical concept is revealed, the answer to the question is given - why his contemporaries valued him and are valued by descendants.