Moscow, Russian Federation
The article discusses methodological approaches to the periodization of the history of pedagogy, which allows for identifying the relationship between pedagogy and education, as well as the chronological periods of the evolution of pedagogical practices and ideas. From the perspective of the stage-by-stage and civilizational approaches to the history of pedagogy, the article analyzes the dichotomy and alternativity as criteria for classifying the stages of development of historical and pedagogical knowledge and educational systems. The article explores the phenomenon of continuity in the stages of development of pedagogical knowledge and educational practices. The article presents the main stages of the history of pedagogy: The Ancient World, the Middle Ages, Modern and Contemporary Times, as well as the most important stages in the development of pedagogical thought and education in Modern Times: the beginning of the 20th century, the period between the two World Wars, the second half of the last century, and the turn of the 2nd and 3rd millennia.
stages of the history of pedagogy, staged and civilizational approaches in historical and pedagogical science, dichotomy and alternativeness in the history of pedagogy, continuity in the history of pedagogy
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