DIDACTIC POTENTIAL OF THE CATEGORICAL SYSTEM OF SOCIAL UPBRINGING

The categorical system of social upbringing developed by the author has a practical focus. The purpose of the article is to identify the didactic potential of the categorical system of social upbringing. The practical significance of the study lies in the fact that the identified didactic potential of the categorical system of social upbringing can be used in the study of any categorical systems of a particular science. The article consistently reveals the essence of the concept of "didactic potential" and its characteristics. The essence of the concept is revealed on the basis of the definitions given by Zubareva S. N., Kamysheva E. Yu., Polat E. S. and co-authors, and Zakharova I. G. The characteristics of the didactic potential include didactic properties, functions, and resources. The didactic properties, functions, and resources of the didactic potential of the categorical system of social upbringing are highlighted. The article highlights the didactic properties, functions, and resources of the didactic potential of the categorical system of social upbringing. The didactic properties include the following capabilities: packaging information; displaying information in a graphical format; not only searching for, but also creating new knowledge; consolidating acquired knowledge and filling in gaps; self-evaluating acquired knowledge, skills, and abilities; and organizing interaction within a group. The didactic functions include the following: instrumental, informative, motivational, compensatory, adaptive, integrative, and interactive. The pedagogical technology of forming conceptual thinking through the use of pedagogical categories and pedagogical concepts is a resource for realizing the didactic potential. The methods of teaching working with pedagogical categories and pedagogical concepts are described. The author suggests applying the methods proposed by Gilmanov S. A., methods of working with concepts and categorical-system methods (compensatory homeostat scheme, homeostatic and categorical-symbolic schemes, a number of information criteria, a categorical series of the central element, Anokhin's P. K. functional systems scheme, a universal scheme of interaction between system elements). Due to its novelty, this group of methods is described in sufficient detail. In addition, the author draws attention to the technologies of learning intensification based on schematic and sign models of educational material, the enlargement of didactic units, the quantization of educational texts, sketching, and the technology of forming a teacher's professional thesaurus based on schematization, which describe techniques that facilitate working with pedagogical categories and pedagogical concepts. The article provides an example of using the didactic potential of the categorical system by applying the elective course "Theory and Practice of Social Upbringing," which incorporates a developed pedagogical technology. The scientific novelty of the study lies in the fact that pedagogical techniques and methods of working with pedagogical categories and concepts can serve as the basis for developing not only educational disciplines, but also textbooks for teaching university students in the field of "Psychological and Pedagogical Education" about the categorical system of social upbringing. The article concludes with the results of the research and the prospects for its further testing