Introduction. This article is one possible response to the multiple critical challenges from representatives of the mathematical, natural science, and methodological communities regarding the theoretical imprecision of pedagogy – in terms of the scientific correctness of defining its object field. The authors substantiate the relevance of the problem of mapping the object of pedagogical research at the stages of sensory, empirical, and theoretical cognition – primarily in the context of understanding the degree of reliability of the conclusions proposed by researchers and the methods for obtaining them. The purpose of this article is to construct a correct methodological version of such a triadic mapping of the object of educational science.
Materials and Methods. Source analysis of content related to mapping the degree of methodological accuracy of modern pedagogy; personal research experience through participation in dissertation councils, the Scientific Council on Methodology of the Russian Academy of Education, supervision of graduate and doctoral students, as well as analysis of reader and reviewer responses to previous articles and monographs on methodological issues. The “blank spots” of the discussed substantive field were identified, and the author’s version of the representation of the object of modern pedagogy was proposed and substantiated.
Results. The author’s version of the representation of the object of pedagogy at the sensory, empirical, and theoretical levels is substantiated. The transition from the sensory object to its empirical image, as well as to a theoretical idealized object, is specified through a substantive generalization of empirical results, identifying the possibility of an accurate categorical designation. A second method of constructing an idealized object of pedagogy is substantiated – projecting an object of anthropological status onto the substantive field of education. Differences between idealized theoretical objects in natural science and in the sciences studying education are identified. Examples of the “evolution” of the pedagogical object during in-depth research are provided. Incorrect critical challenges denying the existence of an empirical format for pedagogy are reflected upon.
Conclusion. The proposed version of dividing the object of educational sciences in connection with the differences between the sensory, empirical, and theoretical levels of cognition is intended to facilitate a more accurate understanding of the degree of validity of research results than is achieved in contemporary pedagogy.
Keywords: sensory, empirical and theoretical knowledge, object of research, methodological correctness, empirical image of an object, theoretical idealized object, conceptual model
For Citation: Korzhuev, A. V., Kontarov, N. A., & Ikrennikova, Y. B. (2026). The Object of Pedagogical Research in the Context of the Connection Between Sensory, Empirical and Theoretical Knowledge. Perspektivy nauki i obrazovania = Perspectives of Science and Education, (2), 10–22. https://doi.org/10.32744/pse.2026.2.1
Authors:
Andrey V. Korzhuev (Russia, Moscow) — Doctor Sci. (Pedagogy), Professor of the Department of Medical and Biological Physics. Sechenov First Moscow State Medical University. E-mail: akorjuev@mail.ru
Nikolay A. Kontarov (Russia, Moscow) — Cand. Sci (Biology), Associate Professor of the Department of Medical and Biological Physics. Sechenov First Moscow State Medical University. E-mail: kontarov@mail.ru
Yulia B. Ikrennikova (Russia, Moscow) — Cand. Sci. (Pedagogy), Associate Professor of the Department of General Educational Disciplines. Russian State Academy of Intellectual Property. E-mail: ikren@yandex.ru
© Andrey V. Korzhuev, Nikolay A. Kontarov, Yulia B. Ikrennikova, 2026
The author’s declared no conflicts of interest
Received: 11 October 2025 | Approved: 12 December 2025 | Published: 30 April 2026
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