Materials and methods

In interpretation of the concept "dynamism of ethnopedagogics" we adhere to interpretation of M.V. Markhiyeva: "development and change of substantial and formal characteristics of this branch of pedagogical knowledge in dependence on temporary and sociocultural conditions of reproduction of new scientific information" [2]. At the same time the development of ethnopedagogical knowledge represents difficult dialectic process of permanent increase of its substantial potential – tool, categorial, factual.

In this regard, the main methods of the research of dynamics of ethnopedagogics are the analysis, generalization, forecasting.

The starting moment in determination of dynamics of ethnopedagogics is assessment of the period in which this area of pedagogical knowledge is located. In a periodization of logic of development of scientific knowledge by T. Kong singled out: 1"normal science" and domination of any paradigm, 2) scientific revolution, 3) change of paradigms [3]. Accepting this periodization, we will refer the modern level of development of ethnopedagogics to the first period. "Normal development" of modern ethnopedagogics is accompanied by fundamental scientific achievements of G.N. Volkov admitted by pedagogical community as

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a basis for further research and practical activities. Ethnopedagogical researches of this period are focused on collecting the facts, obtaining scientific results, designing of new technologies (projects, models), the solution of ethnopedagogical tasks by standard methods. " The problems of" normal " ethnopedagogical studies are characterized by vector correlation with 1) identification of the significant facts, 2) their theoretical justification. In this case compliance of the received scientific facts to an ethnocultural educational and educational paradigm is subject to assessment.

During this period of development of ethnopedagogics the traditions of ethnopedagogical research are formed from the total mass of scientific works (for example, the construction of the content structure: from the theoretical methodological substantiation of the research problem to the development of ethnopedagogical technology and its experimental approbation). The traditional character, banality of ethnopedagogical researches arises due to the fact that the activities of various scientists in the logic of the designated dominant paradigm is based on the same rules and standards of ethnopedagogical theory and practice.

Theses on ethnopedagogics of this period belong to the "normal" and correspond to the cumulative strategy of development of ethnopedagogical knowledge. Their peculiarity is the solution of the claimed ethno- pedagogical problem and proof of scientific qualification and status of the researcher.

3.Results

We will reveal the issues highlighted by us. Ethnopedagogics language is meant as means of coding of its basic information, thinking within this science, representation, the mechanism of creation of the ethnopedagogical theory. According to scientists (Yu.G. Volkov, V.P. Kokhanovsky, etc.), the development of science is directly related to the development of language tools, the development of a more accurate means of translating knowledge, their translation from the old language to the new one. Social and humanitarian sciences, including ethnopedagogics, have their own specific languages, largely artificial. The language of ethnopedagogics is created and functions at the expense of terminological treatment of natural language definitions, borrowing of foreign language concepts, language formalization.

A more detailed characteristic of the language of ethnopedagogics includes a specific conceptual apparatus of ethnopedagogic theory, empirics, description, proof (logical, factual, and experimental). This characteristics is beyond the scope of our article and is addressed to researchers of this issue. Here we note that the language of ethnopedagogics shows a tendency of its complication towards the development of scientific theory. Let us return to the dynamics of ethnopedagogics and the question of changing its level and social significance, the characteristics of its status growth. Change of level of ethnopedagogics is visually reflected by the monographs of the last years focused on methodology, a technique, development of theoretical aspects of ethnopedagogics: Sh. M.-Kh. Arsaliev "Methodology of modern pedagogy" [6], M.Kh. Mal'sagova, V.V. Lezina "Ethnopedagogical study: methodology and methods of implementation" [7], T.S Shaukhalov, V.V. Lezina "Prospects for the use of technological approach to design and research activities in ethno-pedagogy" [8] etc. It is obvious that ethnopedagogics has passed the empirical, initial level of its development and entered the theoretical stage.

The social value of this field of pedagogics is high: it is elevated to the level of the translator of ethnocultural traditions of education and training of the younger generation. It is distinctly traced in ethnopedagogical subject of theses in the specialty 13.00.01: E.A. Rubets. “Education of spirituality at the growing-up generation in the Russian national pedagogics”, Pyatigorsk, 2012 [9]; N.N. Mikhnev. “National traditions as means of the military patriotic upbringing of youth (in conditions of the multicultural region)”, Pyatigorsk, 2002 [10], etc. A statement of K.D. Ushinsky hasn't lost relevance concerning the fact that the line of nationality [11] is deeply peculiar to a human soul, and national education makes a basis of historical development [In the same place. Page 156].

Status growth of ethnopedagogics finds reflection in a large number of dissertation researches of ethnocultural educational customs and traditions, especially in dissertation councils at higher education institutions in national territorial subjects of the Russian Federation. The ethnopedagogics is embodied in education regionalization, national educational policy, i.e. has a tendency to expansion of a subject of a research. The ethnopedagogics directly influences the content of disciplines of a national and regional component of Federal state educational standards of the primary, secondary general, secondary (full) general education and indirectly – increase in the school hours allowed for studying of various aspects of the native language and national cultures.

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The ethnopedagogics acquires the status of the synthesizing sphere of scientific knowledge since it operates philosophical, general scientific, concrete scientific concepts. The ethnopedagogics integrates scientific achievements of ethnology, sociology, cultural science, psychology in the general orientation on the end result. Compliance of ethnopedagogics to scientific progress is commensurated with a dynamic chain of scientific progress of V.V. Ilyin: an increment of the language framework (the definitive status of concepts, terminologization) – search of definitions – introduction of idealizations – formation of concepts – theorization – broadcasting of scientific knowledge in universal culture [12]. Our subsequent analysis of development of ethnopedagogics within this article demonstrates that today the given scientific area passes a stage of intensive theorization. The last link – broadcast of knowledge in culture – isn't in ethnopedagogics to the final, but parallel, "accompanying" other links owing to the historical nature of ethnocultural educational customs and traditions.

Its technologization can serve as other parameter of compliance of ethnopedagogics to scientific progress. It is an indicator of modern scientific and technical progress and the general intellectual culture and is identified with style of "modern scientific and practical thinking" (Sh.M.-Kh. Arsaliyev). The union of ethnopedagogics and technologization has caused transformation of the first into production force, formation of "scientific character of technological type" (Yu.V. Gromyko).

Technologization of ethnopedagogics represents the methodological principle of the organization, management, carrying out ethnopedagogical activity; it is accompanied by logically ordered and reproduced, guaranteeing achievement of a goal system of actions, their algorithmic instruction, specification of procedures, specific tools, risk analysis, use of the information computer equipment, criteria, intermediate diagnostics, correction of results, a high-quality design product.

From the standpoint of technologization, ethnopedagogical activity should be considered as a process or sequence of pedagogical procedures, operations and techniques that together constitute an integral system, the implementation of which in educational practice leads to the achievement of guaranteed national and national-regional goals of education and training, contributes to the integral development of the personality of the student. Criteria of progressivity of technological ethnopedagogics are the optimality, efficiency, research intensity, instrumentality, intensity, productivity.

Another pulse and indicator of the dynamics of ethno-pedagogy is its relation to selected by M. Kh. Malsagova and marked earlier forms of spiritually-practical activities: ethnic culture, myth, national language, folklore, ethno-specific ritual rites, customs, religion, family, household norms, etiquette and behavioural stereotypes, art [13]. Note that these forms of spiritually-practical activities in their deepest essence and diversity of traditionally motivate the researcher to ethnopedagogical search.

Our further discussions about the impulses of the movement of ethno-pedagogy extend into its inter-scientific interaction and mutual influence. According to the methods of social manifestation ethnopedagogics correlates with different areas of the humanities, considering them as a material for their conclusions, generalizations and using them to explain universal phenomena. Ethnopedagogics is closely connected with the sciences that study human patterns of physical, social and mental development. It interacts with the sciences of the natural and humanitarian cycle on the issues of genetics, physiology, age-sexual characteristics (biology, physiology), individual-typical properties of a person (psychology), ethnos, ethnic identity (ethnology), mentality, national character (ethnopsychology), socialization, inculturation, cultural transmission (sociology), ethnography of childhood (ethnography), intercultural differences, individualism and collectivism, multiculturalism (cultural studies), ethnic conflicts (conflictology), national educational politics (political science), etc.

We will allocate forms of connection of ethnopedagogics with other sciences, having taken as a basis the similar classification developed in pedagogics by R.G. Gurova, F.F. Korolev, V.V. Krayevsky. The most frequent form is use by ethnopedagogics of theoretical provisions, concepts, the ideas, approaches, conclusions of other sciences. We will give the monograph by T.S. Shaukhalov as an example "The prospects of the use of technological approach to design and research activity in ethnopedagogics". Pyatigorsk, 2016) [14], Yu.V. Pechersky's thesis "Development of creative activity of younger school students by means of arts and crafts art (on material of the Republic of Dagestan)". Makhachkala, 2004 [15]).

An equally common form is operating by ethnopedagogics of methodological tools of humanitarian fields of knowledge, especially research methods. In scientific research on ethnopedagogics all arsenal of theoretical and empirical methods is applied. We will agree with N.S. Makarova that "in the conditions of integration of

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sciences research methods quickly become general scientific" [16]. Feature of ethnopedagogics is the integration of methods, characteristic to it, set by logic of a pedagogical research the sequence of their application.

Other form of connection of ethnopedagogics with other branches of knowledge is use of these sciences, results of their researches. As an example we present the use by ethnopedagogics of conclusions of ethnopsychology about ethnic identity, universality of structure of thinking, socialization, an inculturation, cultural transmission, ethnography of the childhood, the basic and modal personality, national character, mentality, ethnic identity, ethnic stereotypes, adaptation, acculturation, adaptation; anthropology conclusions about anthropogenesis, genetics, consciousness, consciousness, etc.

One more form of interaction of ethnopedagogics with other sciences is the complex researches which are currently being updated. They cover the problems similar in the essence and the purposes of studying and also a research where the same phenomenon is in focus of different sciences. At last, the complex ethnopedagogical research can be conducted by one or several collectives of scientists of various specialties coordinating joint efforts for achievement of a common goal.

At the same time there is the return tendency of development of their own methodological tools (ethnopedagogical approach, etc.) and its use by other sciences (anthropology, ethnosociology, cultural science, etc.). The ambivalence of this process is a reason for the analysis of methodological fundamentals of ethnopedagogics.

We will illustrate interference of ethnopedagogics and other sciences as follows. Above we wrote about an increment of the ethnopedagogical theory at the level of the functional party of its language. Here we will place emphasis on the symbiosis of ethnopedagogics with linguistics and emergence etnolingvodidactics, areal linguistics. Etnolingvodidactics studies linguistic and methodical bases of languages and cultures, forms methodical tools for bilinguals. The objects of linguo-regional studies are the etymology of separate concepts, loans, toponymic names. The areal linguistics deals with the study of languages, dialects.

The next issue that determines the dynamics of ethnopedagogics is the change in the essence, meaning, mechanism of ethnopedagogical research, the relationship between applied and fundamental researches. Humanistic paradigm defined as a priority "I-concept" of the individual and actualized the problems of continuity of national pedagogical ideas of health-saving of the younger generation, ethno-cultural development of abilities, creative activity of the child. These problems are systematically solved from different methodological positions. Consistency is reflected in the proposed scientific concept, the content of ethno- pedagogical activity, its cumulative result.

Modern results of such activity are plural; they include ideas, regularities, concepts, technologies, strategies, programs, models, methods, introduced terms, established facts, methodical recommendations, manuals. The question of changing the relationship between applied and fundamental ethnopedagogical research B. I. Pruzhinin [17], M. V. Rats [18] qualified as "central, strategic" in the context of modern scientific policy. Applied researches in ethnopedagogics are directed to the solution of tasks the subject of which is national education and training. We agree with V.V. Krayevsky and E.V. Berezhnova in limitation of a subject of applied researches by practice [19]. This type of researches was the starting point in ethnopedagogics, fundamental works have followed further. Today they make an intermediate link between fundamental researches and developments, science and practice. Purpose of applied researches – the creation or specification of the proposed provisions, technologies (models, methods) to optimize the national-regional component of education or discipline in its context. An addressee of such researches is the pedagogical public, expert teachers. Applied scientific works are made out as the thesis, the monograph, articles, manuals, developments. The latter are published in a form of programs, instructional and methodological materials, textbooks and are recommended for use by educational management organizations, students.

Fundamental ethnopedagogical researches from a historical perspective analyze traditions and customs of national education and training, reveal laws and regularities, formulate concepts, form methodology. Their function consists in replenishment and consolidation of ethnopedagogical knowledge, formation of a strong basis for applied works, definition of a vector of perspective researches. A product ethnopedagogical fundamental researches are the ideas, concepts, theories. These researches are conducted in theses, monographs, and scientific articles. The addressees of fundamental ethnopedagogical researches are scientists, teachers.

There are opposing views on the priority of applied or fundamental research in science. In the discussion on

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this subject, V. M. Polonsky holds the opinion about the dominant of fundamental research, as they are carried out, as a rule, by authoritative scientists, who have many years of experience. Researchers without extensive experience claim themselves in science mainly through applied research [20]. V. V. Krajevsky finds such an opinion erroneous, because fundamental and applied research and development differ not in their value and complexity, but in their purpose [21].

Opinions of both experts are presented to us very valuable. Ideally fundamental and applied ethnopedagogical researches are divorced to destination, but not on quality of performance. In practice applied ethnopedagogical researches, really, show essential quantitative overweight and low level of performance rather fundamental. However it should be noted also that the saved-up applied works make base for the subsequent theoretical calculations in ethnopedagogics. We believe that productive development of both directions of ethnopedagogical researches – fundamental and applied – at the focused attention to the first makes a required ratio of research works in ethnopedagogics today.

4. Discussion

Taking into consideration allocated by philosophy and history of science of external (reply to the requests of social life) and internal (driving force of development of science is in it) approaches to the solution of the matter, we summarize integrative, complementary character of such factors. We share G.I. Ruzavin's position according to which the harmony in scientific development is possible only when accounting existence of the public order and actually scientific priorities [4].

In this regard, the circle of the questions defining dynamics of ethnopedagogics includes internal and external impulses of its movement, i.e. immanent to this science regularities and the social conditions influencing its development. To the named questions after authors of the collection "Disciplines and Interaction of Sciences" (Under edition of B.M. Kedrov, B.G. Yudin. M.: Science, 1986, 280 p.) [5], arguing on regularities of development of sciences in general, we will carry:

– ethnopedagogical language, genesis and development of ethnopedagogical concepts and theories; – change of level and social value of ethnopedagogics, characteristic of her status growth;

– compliance of ethnopedagogics to parameters and criteria of scientific progress;

– connection of ethnopedagogics with other forms of spiritual practical activities (ethnocultural, the myth, folklore, national language, customs, ethnospecific ritual ceremonialism, etiquette-behavioral stereotypes, religion, art, family - household norms);

– inter-scientific interaction and interference;

– change of an essence, sense, the mechanism of carrying out ethnopedagogical researches, the relationship between applied and fundamental researches.

5. Conclusions

The analysis of dynamics of ethnopedagogics made by us boldly outlines its predictive value. The ethnopedagogics moves forward to the number of perspective scientific areas since feeds modern educational process with the ideas of continuity of positive national experience of education and training, develops mechanisms of preservation and transfer to the subsequent generations of national values, identities, defines strategic priorities of educational policy in national territorial subjects of the Russian Federation, acts as the platform for innovative transformations.

Dynamics of ethnopedagogics has a progressive nature caused by: 1) the progress in development of language of this science, its concepts and theories, 2) growth of level, the status, social value of ethnopedagogics, 3) its compliance to parameters and criteria of scientific progress, 4) connection with other forms of spiritual practical activities, 5) interscientific interaction and interference, 6) change of a relationship between basic and applied ethnopedagogical researches towards the first, 7) its predictive opportunities.

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T. S. Shaukhalov, V. V. Lezina Prospects of using the technological approach to design and research activities in ethnopedagogics: monograph. Pyatigorsk: PSU, 2016, 162 pages.