The article analyzes the concept and the specific of science, discusses some patterns of functioning, integration and differentiation of modern science. We consider the difference of science and knowledge, nonexistence of sharp distinctions between the terms “science”, “innovation” and “engineering”
The article analyses the problems of science development and modernization of higher education. The role of higher school is under consideration which includes our success or failure both at production site and in the areas of science, techniques, technology, innovations, culture with regard to institutionalization of the world informational space and globalization of the world economy. In contemporary conditions, the higher education as a main component of the national educational complex is one of the most extensive and important areas of human activity which has integrated with all other areas of social life. The higher education is the largest sector of the Russian economy which, on the one hand, promotes the formation and development of the main productive force – the man and, on the other hand, - serves as an important source of mindset and methodology formation, an indicator of development of the socio-cultural environment of modern society. It also needs consideration that the expenses on the higher school at their socio-economical content are the investments in rising of the scientific and educational, the scientific and production potentials which result in increasing of the commonly shared human capital of the country
The problem of correlation of senses and notions in the science, their substitution and the birth of so-called pseudo knowledge is the issue which is more than ever burning in our times of perturbations and big changes. Biological sciences could not avoid these problems as well. All the more so because they stayed for many years under significant pressure of the ruling ideology of those times, of the state and of the governing party machineries. That is exactly why Darwinism as such requires a profound analysis in terms of contemporary achievements of the science, inclusive of philosophy. The analysis of knowledge which is available now and has been accumulated for many centuries of development of the biological science allows finding logical contradictions, possible substitutions of sense platforms, i.e. the birth of pseudo knowledge, which needs to be ascertained and suppressed. The appearance of such branch of the science as biophilosophy exceedingly aggravated the situation due to a number of big methodological shortcomings of this branch which still remains to be a non-science. As it cannot facilitate studying the organic world and, the other way round, even confuses such studying by applying an anthropomorphous matrix to the world, while the ethic and the aesthetic cannot only be attributed to the human mind, the situation becomes pretty complicated. At the same time, the philosophic envelope of the biological science is often filled with various kinds of ideology which makes no contribution to the objectivity of knowledge
This article explores the critics of pedagogical
discourse within activity theory. This critical approach
is provided explicitly in contemporary Russian
philosophy by I.A. Karavaeva. Within activity theory,
the idea of objectivity serves as a main criterion of an
educational process, whereas a teacher and a student
are losing their subjectivity. While a teacher is
reproducing the learning material by means of the
method, both of which are determined not by himself,
a student should be reproducing the provided material
as close to the original as possible. The learning
process resembles the reflection in the mirror. The
article raises the question of how to return the
subjectivity back to pedagogical discourse. The article
states that we should take into account the classical
German philosophy by F.W.J. Shelling (concept of
“un-grounding” of knowledge) as well as the
contemporary continental philosophy by J. Deleuze
(identity of thinking and learning). These theories help
to understand how a teacher and a student can think
and learn together. The dialogue between a teacher and
a student produces a unique and contingent learning
situation, when thinking is provoked by the necessity
of interpreting signs and making them meaningful. In
terms of didactics, this results in abandoning the
illusion of primordial knowledge as well as in
transition towards the post-methodological approach in
education
The article is about the theory of the sobor intelligence, and the analysis of the historical and philosophical origin of the sobor cognition in the national philosophy
The article is about the theory of the sobor cognition and the analysis of the historical and philosophical origin both in foreign and national philosophy. The author analyzes the different types of the sobor cognition and identifies their main characteristics. This article is a continuation of the epistemological concept of the author
The article discusses the role of religion as a form of spiritual culture in the context of everyday life. Cultural and religious function of religion reveals the relation of religion to spiritual cultural in aspect of the symbolic codes of everyday life. Under the spiritual culture we understand a set of positive achievements
of mankind in intellectual and emotional spheres, in achieving awareness and understanding between people of different faiths
This article discusses the problem of constructing a
General scientific theory. This examines the theoretical
foundations of science and scientific criteria; the study
considers the current situation in science in the context
of the problem of constructing a General scientific
theory
The author deals with problems of substitution of
senses and notions in the science and in the social life.
Such processes result not only in distortion of the
scientific worldview but also in absolutely undesirable
social cataclysms. However, this scientific problem
has not been yet worked out to sufficient extent, which
hampers preventing the mentioned distortions of the
real worldview and brings to unwanted consequences
requiring correlation and corrections. The question of
senses and notions substitution is not new in the
science but it has not been yet sufficiently studied. We
know that strictness of thinking must be dearly paid
for in loss of flexibility in revaluation of senses, which
makes you easily slip into dogmatism. It should be
noted that this keeps taking place both in the science
itself and in the life of society any science is called to
serve. So the science can be hardly imagined without
schools of thought. They ensure preservation of certain
knowledge, vision, approach and, finally, of a certain
school – they are traditions and authority of the
science. However, having passed their golden age,
when the founder used to be followed after several
generations by dogmatists whose genius and talent
were far from being so great, a school begins to
degrade producing scholasticism by substitution and
emasculation of senses and notions and finally
destructs itself. The collectivization in the USSR in the
30ies of the 20th century and so-called “extremes”
associated with it being that very substitution of sense
platforms in its pure form constitutes a rather
illustrative example of social manipulation based on
the substitution of sense platforms. These activities
relating to detection of senses and notions substitution
will also be developed in the future. The truth will be
approached as before through cleaning the knowledge
of the myth, through searching for the original sense or
the archetype separated from lie and fabrication,
cleaned of scientific dishonesty and political order
THE PROBLEM OF READING AND WRITING IN THE CONTEXT OF A POETICS AND PRAGMATICS OF PHILOSOPHICAL TEXTS
The article considers the problem of reading and
writing that is topical for the modern philosophy of
the text. Philosophical text in modern humanitarian
science is considered from the perspective of two of
its functions – poetic and pragmatic. The poetic
function of the text related to the structure of the text
and the cultural and social role of the author in the
process of "production". The pragmatic function of
the text assumes its "consumption" by the reader, as
well as the process of communication between author
and reader. This article describes the results of
research "the author function" in the humanitarian
culture of the twentieth century. Modern analysts,
such as R. Barthes, M. Foucault and Eco are talking
about the "death of the author", so the term “letter”
replaces the concept of text in modern culture. In this
regard, the role of the reader increases, not only as a
"recipient" of the text, but also as his collaborator.
The reader interprets the text, providing the space of
its cultural consumption and reproduction in modern
society. The key mechanism for such reproduction
can be called "hypertext" because it corresponds to
the understanding of the text from the perspective of
structuralism, and from the perspective of modern
information society. In the article we make a
conclusion about the necessity of further research in
this direction