Development of evaluative knowledge about educational activities in modern English

Abstract

The aim of the study is to develop evaluative knowledge about educational activities in modern English. The relevance of the study is determined by the cognitive approach, in the framework of which the level belonging of evaluative concepts is considered and the means of their representation are revealed. As the main method, the conceptual-definitional analysis is declared, on the basis of which the characteristics of the UPBRINGING concept are revealed and the evaluative benchmarks of the subject of assessment are established in relation to various aspects of educational activity, presented in the form of a frame. We determine that at the superordinate level, evaluative knowledge is based on the acceptability of certain indicators and their compliance with social norms. At this level, assessment is represented by the adjectives acceptable/unacceptable and proper. Evaluative knowledge of the basic level is represented by the adjectives good, bad, perfect, great, fine. For the observer, in this case, private evaluative meanings are not important, the assessment is presented in a gestalt manner and indicates the approval of the observer due to the compliance of a certain objective characteristic with the standard. At the subordinate level, the assessment is projected onto various private assessment benchmarks that are significant for the observer. It is concluded that the evaluative knowledge about educational activities is formed at the intersection of objective and evaluative characteristics.