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JOURNAL OF INTERDISCIPLINARY RESEARCH
criteria for evaluating the results of such works are
differentiated.
2 Materials and Methods
2.1 The concept of continuity in education
Scientists, philosophers, statesmen of different historical
periods, considering the problems of continuity in social
development, organically switched to talking about the problems
of the upbringing of the younger generation.
Socrates (469-399 BC) considered continuity as the basis for
building an integrated system of education. He believed that the
education system should fall into two interrelated stages: the
first step - the defining and the second - the basic, which is
designed to study life issues (22).
I.G. Pestalozzi (1746-1827) believed that the main task of the art
of teaching is to help the man's natural desire for development.
Therefore, Pestalozzi deduced continuity from the inner nature
of man and believed that continuity is the continuous and
gradual movement in knowledge from elements to the whole on
the basis of the natural elements of this process, number, form,
and word. He made the first attempt to build the learning process
in accordance with the laws of the mental development of
children, suggested moving in the process of learning and
education from the elements to the whole, while observing
continuity and consistency (22).
Continuity in education is reflected in numerous works of
scientists as G.Gegel, E.A. Baller, B.C. Baturin, B.G. Ananiev,
A.G. Asmolov, L.S. Vygotsky, V.V. Davydov, B.C. Lednev,
A.B. Batarshov, Sh.I. Ganelin, S.M. Godnik, Yu.A. Kustov,
A.A. Kyveryal, L.Yu. Orlov, K.K. Babansky, Sh.I. Ganelin,
Yu.A. Kustov, A.G. Moroz, D.B. El'konin, Filatova L.O., and
others.
Among Western scholars, the most significant in matters of
continuity were the works of P. Woods, A. Green, A. Pollard, D.
Hargreaves, R. Sharpe, and others (3).
In his definition of continuity, E.A. Baller focuses attention on
reflecting the essence of the process of the formation of this
"inherited". He writes that "continuity is a link between different
stages or levels of development, the essence of which is the
preservation of certain aspects of its organization when the
whole is changed as a system. He emphasizes that continuity,
connecting the present with the past and the future, determines
the stability of the whole" (4).
The concept of "continuity" is ambiguously treated in
pedagogical scientific literature. In accordance with this fact,
Ganelin Sh. I. in his article "Pedagogical bases of continuity of
teaching and educational work in the IV-V classes" defines
continuity as follows. "Continuity is such a reliance on the past,
such use and further development of the students' knowledge,
skills and abilities, in which students create a variety of
connections, reveal the main ideas of the course, interact with
old and new knowledge, resulting in the formation of a system
of strong and deep knowledge” (10).
The term continuity denotes the connection between phenomena
and the development process in nature, society, and cognition,
when a new, replace the old, preserves some of its elements.
And society means the transfer and assimilation of social and
cultural values from generation to generation, from formation to
formation. In the philosophical encyclopedic dictionary, the
following definition of continuity is given: it is an objective
necessary link between the new and the old in the development
process, the preservation and further development of that
progressive rational that was achieved at the previous stages.
This definition is capacious and concise. However, it reflects the
most common features of continuity.
In philosophy, there are two main types of continuity -
"horizontal" and "vertical".
"Horizontal" continuity involves the process of quantitative
changes occurring within the same level. "Vertical" continuity is
a process of qualitative changes at different levels. From the
perspective of the pedagogical approach, continuity is defined as
a general pedagogical principle that acts as a condition and
mechanism for implementing other principles (scientific,
accessible, consistent, and systematic) of the educational
process.
Traditionally in pedagogy continuity is considered on horizontal
and vertical levels (19). The result of horizontal continuity is a
sequence in the study of the material, the formation of a holistic
knowledge, the unity of educational technologies, and the
similarity of teaching methods. The result of vertical continuity
is the preparation for learning at the next level of education.
Levels of education (preschool, school, primary vocational,
secondary vocational, higher, and postgraduate) exist virtually
independently of each other. This puts trainees in an inadequate
position when training at each level of education is forced to
begin from the beginning, at a certain level (23).
In much pedagogical literature, greater attention is paid to
continuity in social development, building a system of public
education, and in the West, continuity in the development of the
child.
3 Results
3.1 The essence of the problem of continuity in education
The difference in positions on the problem of continuity in the
pedagogical literature causes different points of view on the
essence of the phenomenon being studied.
Continuity is regarded as the law of the functioning of all
specially organized, controlled processes, for without
progressive continuity progressive translational is impossible.
The essence of continuity in learning lies in the continuous
transition of quantitative changes (information) to qualitative
(mental development), ensuring a regular and smooth change in
the areas of development of schoolchildren and students, which
is expressed in the successive complication of learning tasks and
the purposeful change in the measure of each level of study.
Simultaneously, the replacement of these zones is also a change
in the stages of the development of the personality and serves as
a prerequisite for its more active inclusion in the pedagogical
process of the next stage (25, 26).
Continuity as a complex system consists of two substructures
(Figure 1):
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