Postgraduate Course “History and Philosophy of Science”: What? How? What for?
https://doi.org/10.31992/0869-3617-2021-30-10-38-52
Abstract
The article addresses the problem of teaching the course of history and philosophy of science. This course has been taught to graduate students of Russian universities for more than 15 years. But disputes over its content and expediency still do not subside, but only flare up with renewed vigor. Those disputes were in three directions. The author proposes to return to the discussion of the existing problems in each of the areas of criticism of postgraduate discipline. These are: 1) the content of the subject from the standpoint of the coordination of its historical and philosophical parts (What?); 2) pedagogical and methodological support of training (How?); and 3) the ultimate goals of postgraduate training in general (For what?). The questions “how?” and “ what for?” are included in a broader context – the formation of the competence of a future scientist, his readiness to solve complex and non-trivial scientific problems. Reflections outlined in the article are built into the overall picture of post-graduate training in universities that has developed to date. The author sums up his reflections by calling for non-stop communication in a mode of continuous “recursive adjoining”. Such a strategy, in his opinion, remains the most reliable means of highquality promotion of both teaching and training of graduate students in general.
About the Author
E. N. Ivakhnenko
Moscow State University;
Russian Federation School of Anthropology of the Future, RANEPA
Russian Federation
Russian Federation
Evgeniy N. Ivakhnenko – Dr. Sci. (Philosophy), Prof.
27, Lomonosovsky prosp., Moscow, 119991,
84, bldg 9, Prospekt Vernadskogo, Moscow, 119571
References
1. Ivakhnenko, E.N. (2018). Domestic Education as a System and Object of Management. Vysshee obrazovanie v Rossii = Higher Education in Russia. Vol. 27, no. 8-9, pp. 9-23, doi: https://doi.org/10.31992/0869-3617-2018-27-8-9-9-23 (In Russ., abstract in Eng.).
2. Ivakhnenko, E.N., Attaeva, L.I. (2019). Higher School: Look Beyond the Horizon. Vysshee obrazovanie v Rossii = Higher Education in Russia. Vol. 28, no. 3, pp. 21-36, doi: https://doi.org/10.31992/0869-3617-2019-28-3-21-34 (In Russ., abstract in Eng.).
3. Porus, V.N. (2007). [Philosophy of Science for Postgraduate Students: Experimentum Crucis]. Epistemologiya i filosofiya nauki = Epistemology & Philosophy of Science. Vol. 14, no. 4, pp. 63-79. (In Russ.)
4. (2018). Trudy Pervogo Kongressa ROIFN “Istoriya i filosofiya nauki v epokhu peremen” [Works of the First Congress of the Russian Society of History and Philosophy of Science “History and Philosophy of Science in an Era of Change”]. In 6 vols. Moscow. Available at: http://rshps.org/congress2018/труды-первого-конгресса-роифн-истори/ (accessed 20.09.2021). (In Russ.)
5. (2020). Trudy Vtorogo Mezhdunarodnogo Kongressa ROIFN «Nauka kak obshchestvennoe blago» [Works of the Second International Congress of ROIFN “Science as a Public Good”: Collection of Papers]. In 7 vols. Moscow : Russian Society of History and Philosophy of Science Publ. Available at: http://rshps.ru/books_category/kongress2020/ (accessed 20.09.2021). (In Russ.)
6. (2020). Vosmoy Rossiyskiy Filosofskiy Kongress – «Filosofiya v politsentrichnom mire» [The Eighth Russian Philosophical Congress “Philosophy in a Polycentric World”: Collection of Papers]. In 4 vols. Moscow : Logos Publ. Available at: https://rfo1971.ru/viii-rossijskij-filosofskijkongress/ (accessed 20.09.2021). (In Russ.).
7. Kuznetsova, N.I. (2020). [Unobtrusive Pedagogy]. In: Trudy Vtorogo Mezhdunarodnogo Kongressa «Nauka kak obshchestvennoye blago» [Works of the Second International Congress of ROIFN “Science as a Public Good”: Collection of Papers]. In 7 vols. Moscow : Russian Society of History and Philosophy of Science Publ. Vol. 6. pp. 88-91. Available at: http://rshps.ru/books/congress2020t6.pdf (accessed 20.09.2021). (In Russ.)
8. Lenin, V.I. (1970). [To Students of the Caprian School]. In: Lenin, V.I. Complete Collected Works. Vol. 47, pp. 194-202. (In Russ.)
9. Nikitin, V.E. (2020). [Where Do We Go?]. In: Trudy Vtorogo Mezhdunarodnogo Kongressa «Nauka kak obshchestvennoye blago» [Works of the Second International Congress of ROIFN “Science as a Public Good”: Collection of Papers]. In 7 vols. Moscow : Russian Society of History and Philosophy of Science Publ. Vol. 6, pp. 97-99. Available at: http://rshps.ru/books/congress2020t6.pdf (accessed 20.09.2021). (In Russ.)
10. Fursov, A.A. (2020). [Asymmetric Model of Relationship Between History of Science and Philosophy of Science]. In: Trudy Vtorogo Mezhdunarodnogo Kongressa ROIFN «Nauka kak obshchestvennoye blago» [Works of the Second International Congress of ROIFN “Science as a Public Good”: Collection of Papers]. In 7 vols. Moscow : Russian Society of History and Philosophy of Science Publ. Vol. 1. pp. 51-54. Available at: http://rshps.ru/books/congress2020t1.pdf (accessed 20.09.2021). (In Russ.)
11. Kuhn, T. (1977). The Relation between the History and the Philosophy of Science. In: Kuhn, T. The Essential Tension. Selected Studies in Scientific Tradition and Change. Chicago : University of Chicago Press, pp. 3-21.
12. Pechenkin, A.A. (2020). Kritika ponyatiya «postneklassicheskaya nauka» [Criticism of the concept of “Post-Classical Science”]. In: Trudy Vtorogo Mezhdunarodnogo Kongressa «Nauka kak obshchestvennoye blago» [Works of the Second International Congress of ROIFN “Science as a Public Good”: Collection of papers]. In 7 vols. Moscow : Russian Society of History and Philosophy of Science Publ. Vol. 1. pp. 43-45. Available at: http://rshps.ru/books/congress2020t1.pdf (accessed 20.09.2021). (In Russ.)
13. Feynman, R. (1965). The Character of Physical Law. Modern Library. ISBN 978-0-679-60127-2. (Russian translation: Moscow : Mir Publ., 1968, 231 p.).
14. Kuznetsova, N.I., Rozov, M.A., Shreider, Yu.A. (2012). Obyekt issledovaniya – nauka [The Object of Study Is Science]. Moscow : Novyi Khronograf Publ., 560 p. (In Russ.)
15. Bernstein, B. (2008). Klass, kody i kontrol: struktura pedagogicheskogo diskursa [Structuring of Pedagogic Discourse: Class, Codes and Control]. Moscow : Prosveshchenie Publ., 272 p. (In Russ.)
16. Khamidulin, V.S. (2020). Development of a Model of Project-Based Learning. Vysshee obrazovanie v Rossii = Higher Education in Russia. Vol. 29, no. 1, pp. 135-149, doi: https://doi.org/10.31992/0869-3617-2020-29-1-135-149 (In Russ., abstract in Eng.)
17. Sapunov, M.B., Polonnikov, A.A. (2018). Academic Subject Problem: Epistemological Crisis and Its Overcoming. Vysshee obrazovanie v Rossii = Higher Education in Russia. Vol. 27, no. 12, pp. 144-157, doi: https://doi.org/10.31992/0869-3617-2018-27-12-144-157 (In Russ., abstract in Eng.)
18. Tkhagapsoev, Kh.G., Sapunov, M.B. (2016). Russian Educational Reality and Its Converted Forms. Vysshee obrazovanie v Rossii = Higher Education in Russia. No. 6 (202), pp. 87-97. (In Russ., abstract in Eng.).
19. Gergen, K.J. (2001). Social Construction in Context. SAGE Publications. (Russian Translation by A.A. Kiseleva, Yu.S. Vovk, Kharkiv : Humanities Centre Publ., 2016, 328 p.).
Review
Views:
700
Email this article 