EXISTENTIAL-PHENOMENOLOGICAL APPROACH TO THE TRANSFORMATION OF EDUCATIONAL CONTENT THROUGH THE ACTUALIZATION OF SCIENTIFIC HERITAGE: THE CASE OF O.M. TUTUNDZHYAN
DOI:
https://doi.org/10.46991/educ-21st-century.v8.i1.010Keywords:
educational content, existential-phenomenological approach, five-level model, O. M. Tutundzhyan, French genetic Psychology, recursive design, indeterminacy of translationAbstract
The article proposes a novel methodological lens for analyzing and consolidating three vectors of educational content transformation: the revival of historical-cultural traditions (reflexive engagement with classical texts), the implementation of current educational policies (incorporation of priorities and execution of regulatory documents), and the initiation of innovative projects (utilizing digital platforms). The existential-phenomenological theory of educational content (Bermus, Serikov, & Altynikova, 2021; Lednev, 1991; Shalygina & Shabalin, 2017) serves as the theoretical framework, founded on the morphosemantic analysis of the Russian word for content, soderzhanie (so-derzh-ani), and a five-level model (ranging from pre-conceptual experience to multicultural dialogue). Using the example of O. M. Tutundzhyan's book Issues of Child Psychology (1980, Yerevan University), which provides a detailed exposition and critical analysis of the ideas of A. Wallon, R. Zazzo, P. Oléron, and F. Malrieu, the paper demonstrates how each level of the model enables the retention and development of tradition in distinct ways: from existential presence (Level 0) to the generation of international research networks and digital platforms (Level 5). Seventeen fundamental antitheses of French genetic psychology are formulated, along with the principles of "recursive design," which facilitate bridging the gap among the history of pedagogy, educational policy, and innovative practice.
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