Semantic distribution of the terms “novation” and “innovation”: The comparative approach to the study of education in public schools in the UK
https://doi.org/10.26907/2074-0239-2022-68-2-155-161
Abstract
Modern society dictates new rules: narrow-profile knowledge in 2022 is no longer sufficient for a deep and thorough understanding of the essence of analyzed phenomena. A comparative educator who wants to bring the work to a qualitatively new, higher level of professionalism requires a deep knowledge of the culture and traditions of the country of origin of the studied pedagogical phenomenon, as well as sufficient competence in the semantic analysis of terminology and the compilation of the author’s research glossary. We present the results of an interdisciplinary study of the categories “novation” and “innovation” in English and Russian, from the point of view of the comparative approach, which allows us to analyze in detail the phenomenon of education in public schools of the UK.
The relevance of the study is in solving certain problems related to the semantic distinction between the terms “novation” and “innovation”.
We define the main meanings of the concepts in English pedagogical science, taking into account the etymological linguistic connection of the two terms as paronyms. The results of the study justify the use of the semantic-terminological method, which shows the semantic content dynamics of terms in comparative pedagogical research.
About the Author
A. Danilova
Ulyanovsk State Technical University
Russian Federation
Russian Federation
Antonina Sergeevna Danilova, Ph.D. in Pedagogy
432027
32 Severnyi Venets Str.
Ulyanovsk
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Review
For citations:
Danilova A. Semantic distribution of the terms “novation” and “innovation”: The comparative approach to the study of education in public schools in the UK. Philology and Culture. 2022;(2):155-161. (In Russ.) https://doi.org/10.26907/2074-0239-2022-68-2-155-161
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