February 2026, № 1 (249)

Belonovskaya I.D., Devyatkina A.P. PROCESS MODELING IN THE LOGIC OF BINARY OPPOSITIONS (USING THE EXAMPLE OF THE FORMATION OF A CULTURE OF SAFE BEHAVIOR OF UNIVERSITY STUDENTS IN SOCIAL PRACTICES)The relevance of the research is determined by the need to improve the methodological apparatus of pedagogical science, in particular, modeling procedures, which have become a mandatory attribute of dissertations. With a significant variety of types of pedagogical models, the actual logic of their development remains insufficiently clarified, which reduces the correctness and feasibility of the designed constructs.
The method of binary oppositions based on the principles of dialectics (unity and struggle of opposites) and complementarity is proposed as a tool to ensure the integrity and consistency of the model. The analysis of theoretical sources and dissertation research on the problem of forming a culture of safe behavior of students (2000–2025) allowed us to identify four levels of the hierarchy of frequently used binary oppositions: methodological, procedural, organizational and substantive. Each binary pair (for example, “goal — result”, “subject — object”, “diagnosis — correction”) is compared with the significance for the realism of the model and the corresponding criterion of use (effectiveness, subjectivity, effectiveness, feedback). Using the example of the formation of a culture of safe behavior of students, a process model has been developed that includes target, methodological, resource-environment, program-organizational, activity, correctional, evaluative and effective blocks, each of which is built in the logic of binary oppositions. The model assumes a step-by-step development of a comprehensive program of social practices, a change in student status and a profile adaptation of the content for various bachelor’s degree programs. The advantages of the binary opposition method in modeling pedagogical processes are established: clarity, simplicity, visibility and the ability to control the completeness of the model elements. At the same time, the rigid binary form provokes a simplification of the multidimensional pedagogical reality, loss of background conditions and inability to explain qualitative leaps (for example, the transition from skill to culture). To reduce the risks of reduction, it is proposed to introduce a third element into the semantic pair (for example, “theory–practice–reflection”), the use of qualitative empirical methods (surveys, interviews, observation) and a level taxonomy describing qualitative transitions (reproductive, adaptive, heuristic, creative). Conclusion: the binary opposition method serves as a convenient framework for modeling, provides primary structuring and systematization of pedagogical processes, but requires further saturation and adjustment based on the results of pilot experiments and experimental work.Key words: pedagogical modeling, binary oppositions, process model, culture of safe behavior, social practices, university students, personal activity approach, integrative approach.

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Authors: Belonovskaya I.D., Devyatkina A.P.

Year: 2026

Editor-in-chief

Sergey Aleksandrovich
MIROSHNIKOV

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