O POTRZEBIE BADAŃ EMPIRYCZNYCH W PEDAGOGICE. KILKA REFLEKSJI I POSTULATÓW TEORETYCZNO-METODOLOGICZNYCH
ON THE NEED FOR EMPIRICAL RESEARCH IN PEDAGOGY: SOME REFLECTIONS AND THEORETICAL AND METHODOLOGICAL DEMANDS

Summary/Abstract: The purpose of this article is to describe and evaluate theoretical and method- ological approaches in designed empirical research in pedagogy. We point out that pedagogy and with it educational research are crucial to the overall development of various fields of studyand learning as a whole. They are important because they seek to describe, understand and explain how learning takes place throughout a person’s life and how the formal and informal contexts of education affect all forms of learning at different levels (from micro to macro) of understanding educational processes. Educational research should therefore become a priority, as it plays an important role for understanding the processes of upbringing, teaching, learning, educating, etc., and their theoretical and conceptual definition and reliability testing within the framework of adequate curricula for the individual and society and the formulation of educational policy. So that pedagogical sciences guarantee the highest quality of upbringing and education in the country and can develop at the height of the international educational research. Therefore, attention should be paid to the aspects that will allow pedagogy and edu- cational research to obtain the appropriate status in the field of domestic social sciences and humanities and, as a result, their internationalization.

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