Florida R. Abdrahmanova

This article examines the development of practice theory as a philosophical basis for interdisciplinary educational research. The aim of the study is to present a systematic analytical review of the theory of practice by philosophers and social theorists, which is the foundation of interdisciplinary pedagogical research. The socio-philosophical methodology of practice theory involves the substantiation, first of all, of scientific approaches, methods and means of research activities in the field of pedagogy, possible on the platform of an interdisciplinary approach. From the authors’ point of view, interdisciplinary pedagogical research is a systemic area of scientific research that unites various disciplines and methods to study pedagogical phenomena and processes, allowing us to consider pedagogical reality from different points of view and in a structural relationship, as well as take into account the influence of sociocultural, psychological, economic and other factors. The philosophical theory of practice is one of the theoretical and methodological foundations of interdisciplinary pedagogical research. It is a philosophical system that explores the essence and structure of practical activity and its role in the formation of knowledge, values and skills of both students and teachers. The results of the study demonstrate that the development of a philosophical theory of practice is an important aspect of the pedagogical system. A general analytical review of the development of the socio-philosophical theory of practice showed that practice plays a key role in the formation of social relations, individual subjects and social structures including the system of education. Research in this area will help to better understand the interaction between power, education and social processes, as well as the ways in which the educational practices change and transform in modern society. The theoretical and practical significance of the study is determined by the appeal to the fundamental bases of the historically formed and differently manifested diversity of mechanisms for transmitting social experience based on the theory of practice. The presented analysis of philosophical theories can provide an epistemological basis for both the academic theoretical study of education and its empirical use by practicing teachers.

In the modern world, characterized by informational and political confrontation of ideologies, the preservation of civic identity becomes an important aspect for Russian society. The formation of civic identity among students occurs spontaneously in the conditions of digital space. in the current situation, the revision of pedagogical approaches to this problem becomes an urgent task. The formation of basic values among students in the learning process plays a key role in the formation of civic identity, and the disciplines of the humanitarian cluster play an important role in this process. The aim of this study is to identify the potential of the Humanities for the formation of civic identity among students. The research methodology is based on system-activity and personality-oriented approaches. The aim of the study was achieved through the application of theoretical and practical methods of scientific research, such as theoretical analysis, synthesis, questionnaire method and pedagogical experiment. The analysis of advanced pedagogical practices made it possible to identify the pedagogical conditions for the formation of students' civic identity in the process of studying the disciplines of the humanitarian cluster. The results of empirical data collection were analyzed and summarized in the course of the study. To confirm the reliability of the results obtained, criteria and level indicators of the civil identity formation were developed, which were verified using appropriate methods tested for validity. The theoretical analysis of scientific research has made it possible to clearly define the essence of the «civil identity» concept. Based on the analysis of advanced pedagogical practices, the conditions for the formation of civic identity in the process of studying the disciplines of the humanitarian cluster were identified. The results of the study made it possible to determine the educational potential of the disciplines of the humanitarian cluster in the formation of civic identity among students.