Formalization of the results of the scientific research

The final stage of the study, the literary design of the results, can’t be imagined only as an exposition of finished labor. The execution of the work is connected with the clarification of the logic, the grounds, the detection of ambiguities, etc. During the presentation, the idea is formulated and largely shaped. The author must accurately and easily communicate the main ideas, methods, conclusions and recommendations.

All the problems that arise at this stage can be conditionally divided into substantive (which should be told) and methodical (as it is better done).

The basic requirements for the content:

  1. The conceptual orientation is determined by the system of initial assumptions and leading ideas. These ideas may be different. They can be theresult of the integration of sometimes even opposing approaches, if the role and function of each of them are understood and the basis for their unification is found. They can be connected with the multi-concept nature of the methodological foundations of education, in which different approaches were combined in different historical epochs: naturcentric (in the center objective laws of the world, laws of the development of human-biological bases), socio-centric (in the basis of education development social needs) theocentric (the basis of development the highest idea, spirit, striving for perfection), anthropocentric (in the center a person, his needs and interests). But then it should be determined: which approaches and concepts will be parity, will complement each other (such, say, relations of social and individual factors in education and upbringing); where priorities should be identified (priority of the humanistic approach to the technological approach); how to place accents (the accents on creativity, independence and initiative are typical, although no one denies performance and the ability to work on the model).
  2. Essential analysis and generalization. We need in-depth consideration, analysis and generalization of facts in order not to confine ourselves to ascertaining, but to be able to find out the causes of the phenomena and processes under study, factors and prospects for development.
  3. Aspectual certainty involves considering the problem and presenting the work from a certain point of view. Although in one study there may be several aspects. Multidimensionality enhances the objectivity of the study, but in the presentation it is impossible to confuse aspects and jump from one to another. In each particular passage (context) there should be one aspect, although in the end they must be integrated.
  4. The combination of a broad social context of consideration with the individual-personal is given in pedagogy from the very beginning. This is determined by an understanding of the essence of education as the unity of the processes of socialization and individualization. Therefore, consideration of any objects and connections isolated from the social environment isn’t justifiable.