Preview

Vysshee Obrazovanie v Rossii = Higher Education in Russia

Advanced search

Higher School and Science: Values and Meanings (To the Question of a Status of the Course “History and Philosophy of Science”)

Abstract

The article addresses the actual problems of teaching one of the mandatory training courses included in the program of preparation for the final examination before Thesis defense for the degree of Candidate of Sciences. The immediate pragmatic purpose of the introduction of a new subject “History and philosophy of science” in 2007 was to acquaint graduate students and applicants with the basics of research work, to demonstrate them the norms of professional scientific work. The past years of active teaching have brought a valuable experience that deserves reflection. The advantages and disadvantages of this course, and most importantly – its general cultural meanings – can be discussed in detail on the basis of approved pedagogical practices. Familiarization with historical subjects significantly revises the idea of scientific work as a calm, rhythmic, strictly regulated professional activity. The history of science shows how closely linked the experience of knowledge and the experience of existence. Modern epistemology and philosophy of science are an open arena for collision of opinions, positions, principles and concepts. And this is a great advantage for young people to get acquainted with the methodological pluralism that characterizes the dynamics of scientific research. Today, it is the course “History and Philosophy of Science” that is most adapted to develop students’ independent critical thinking as a “universal competence”.

About the Author

N. I. Kuznetsova
Russian State University for the Humanities, Moscow; Institute for the History of Science and Technology of the Russian Academy of Sciences, Moscow
Russian Federation
Dr. Sci. (Philosophy), Prof., Chief Researcher


References

1. Porus, V.N. (2007). [Philosophy of Science for Postgraduates – Experimentum Crucis]. Epistemologi-ya i filosofiya nauki [Epistemology & Philosophy of Science]. Vol. XIV. No. 4, pp. 63-79. (In Russ.)

2. Kuznetsova, N.I. (2010). [“History and Philosophy of Science”: Advantages of the Decreed No- velty]. Epistemologiya i filosofiya nauki [Epistemology & Philosophy of Science].Vol. XXVI, no. 4, pp. 119-135. (In Russ.)

3. Martishina, N.I. (2013). [Philosophy of Science in Engineering Education: A Practice-Oriented Approach]. Vysshee obrazovanie v Rossii = Higher Education in Russia. Vol. 27, no. 4, pp. 151-156. (In Russ., abstract in Eng.)

4. Artamonova, Yu.D., Demchuk, A.L., Karneyev, A.N., Safonova, V.V. (2018). [Modern Strategies for the Development of Science and Researchers Training: International Experience]. Vysshee obrazovanie v Rossii = Higher Education in Russia. Vol. 27, no. 4, pp. 135-148. (In Russ., abstract in Eng.)

5. Zubov, V.P. (1956). Istoriografiya estestvennykh nauk v Rossii [Historiography of Naturals Sciences in Russia]. Мoscow: Akademiya nauk Publ., 576 p. (In Russ.)

6. Feynman, R.P., Leighton, R.B., Sands, M. (2005). The Feynman Lectures on Physics. The Definitive and Extended Edition (2nd ed.). Vol. 4. Electrical and Magnetic Behavior. Addison Wesley.

7. Lishevskiy, V.P. (1975). Pedagogicheskoe masterstvo uchyonogo [Pedagogical Excellence of a Scientist]. Мoscow: Nauka Publ. (In Russ.)

8. Heisenberg, W.K. (1989). Fizika i filosofiya. Chast i tseloe [Physics and Philosophy. Part and the Whole]. Мoscow: Nauka Publ. 400 p. (In Russ.)

9. Feynman, R.P. (1988). Leighton R. (Ed). “What Do You Care What Other People Think?”: Further Adventures of a Curious Character. N.Y., London: W. W. Norton & Co.

10. Filosofiya i metodologiya nauki [Philosophy and Methodology of Science] (2018). V.I. Kuptsov (Ed). Moscow: Yurait Publ. 394 p. (In Russ.)

11. Lewis, S. Arrowsmith. Transl. from Eng. Moscow: Panorama Publ., 1998. (In Russ.)

12. Lacatos, I. (2008). Izbrannyie proizvedeniya po filosofii i metodologii nauki [Collected Works on Philosophy and Methodology of Science] Moscow: Akademicheskiy proekt, Triksta Publ. 475 p. (In Russ.)

13. Stepin, V.S. (2006). Filosofiya nauki. Obschie problemyi [Philosophy of Science. General Issues]. Мoscow: Gardariki Publ. 384 p.

14. Aleksandrov, E.B. (2006). Problemy ekspansii lzhenauki [Problems of Pseudo-Science Expansion]. Byulleten “V zaschitu nauki” [Bulletin “Defending Science”]. No. 1, pp. 14-29. (In Russ.)

15. Mikeshina, L.A. (2016). Sovremennaya epistemologiya gumanitarnogo znaniya: mezhdistsiplinarnyie sintezyi [Modern Epistemology of Humanities: Interdisciplinary Syntheses]. Мoscow: Rossiiskaya politicheskaya entsiklopediya Publ. 463 p. (In Russ.)

16. Karelin, V.M., Kuznetsova, N.I., Griftsova, I.N. (2017). [«Philosophy» as an Educational Course: The Change of the Concept]. Vysshee obrazovanie v Rossii = Higher Education in Russia. No. 10 (216), pp. 64-74. (In Russ., abstract in Eng.)

17. Verbitsky, A.A. (2014). [Teacher as a Main Subject of the Educational Reform]. Vysshee obrazovanie v Rossii = Higher Education in Russia. No. 4, pp. 13-20. (In Russ., abstract in Eng.)

18. Ortega y Gasset, J. (1999). Misión de la Universidad y Otros Ensayos Sobre Educación y PedagogÍa. Madrid: Revista de Occidente.

19. Readings, D. (1996). The University in Ruins. Camdridge: Harvard University Press.

20. Hawking, S.W. (2004). Black Holes and Baby Universes. Transl. from Eng. St. Petersburg. 189 c. (In Russ.)

21. Heidegger M. (1993) The Question Concerning Technology. In: M. Heidegger. Time and Being: Papers and Reports. Transl. from German by V.V. Bibikhin. Мoscow: Respublika Publ. 447 p. (In Russ.)


Review

Views: 314


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.


ISSN 0869-3617 (Print)
ISSN 2072-0459 (Online)