Keyword: «terminological evolution»

The relevance of the research is connected with terminological contradictions arising in modern pedagogical theory and practice, caused by the ambiguity of the concept of "pedagogy" and the displacement of traditional terms by foreign-language analogues. The aim of the article is to present the genesis of the concepts of "pedagogy" and "pedagogue" in the historical and cultural context of pre-revolutionary Russia, to clarify their semantic content and role in the development of pedagogical science. The work is based on an etymological analysis of linguistic sources from different historical periods (church dictionaries, textbooks, official documents), the works of domestic educators and thinkers (K. D. Ushinsky, P. F. Kapterev, A. G. Obodovsky, and others), as well as normative acts related to the development of the education system. The main results of the research demonstrate the evolution of the term "pedagogue": from the meaning of "dyadka"(male nurse) or "mentor" in the 17th century to the designation of home tutors (18th century), professional teachers (19th century) and educators-researchers (early 20th century). It is shown that the institutional formulation of terms was going on in parallel with the development of pedagogical institutions, scientific societies and specialized journals. A significant contribution to the conceptualization of notions was made by N. I. Novikov, A. G. Obodovsky, S. P. Shevyrev, L. N. Modzalevsky, P. D. Yurkevich, K. D. Ushinsky and P. F. Kapterev. It has been found that domestic literature of the 19th century actively used the concepts of "pedagogue" and "pedagogy" to create a multifaceted picture of educational reality, which contributed to their popularization and consolidation in public consciousness. Literary works became a platform for comprehending key pedagogical concepts and ideas through authors’ reflections and dialogues of characters. Artistic images of teachers allowed society to deeply understand the professional significance and social role of pedagogical work. The theoretical significance of the research lies in deepening the understanding of the development of key pedagogical categories and creating a basis for terminological uniformity. The practical value of the research lies in the possibility of using the results obtained to improve modern pedagogical terminology and its correct application in scholarly research and educational discourse. The results of the work are useful for teaching the history of pedagogy and developing educational strategies taking into account national experience.