Genesis of Scientific Education in Epistemology and Philosophy
DOI:
https://doi.org/10.32405/2413-4139-2023-1(30)-13-18Keywords:
science, epistemology, philosophy, scientific education, knowledge, world, manAbstract
The article analyzes the problem of the development of scientific education in the context of the relationship between natural sciences and humanities. It is noted that, in contrast to natural science, which strives to reveal general laws and relationships, humanities investigate individual phenomena, give an interpretation of human activity and its results, and try to ensure a person's understanding of himself and the world. It is emphasized that there has always been a relationship between natural sciences and humanities. The systematic analysis of scientific knowledge grows and evolves on the basis of certain historical and cultural experience and philosophical methodology. It is noted that for scientific education, the theory of knowledge allows to
overcome incompleteness and at the same time theoreticism in explaining the world, to understand the need for new interpretations of all epistemological human activity. It is emphasized that the cognitive process is carried out by trial and error way and is implemented in all types of human activity. Educational activity is added to it, which transforms the acquired knowledge into practice. The author notes the circulation of knowledge, which passes into a system of actions, transforming the subject and bringing new knowledge. In the natural sciences, the search for regularities is increasingly carried out through the comparison of real processes and their imaginary, experimentally created alternatives. This allows us to combine the basic components of life in a new way. Modern science makes radical changes in the structure of knowledge and education, as it allows to vitally transform the accumulated information resources. The article emphasizes the role of a universally creative personality with its inherent freedom of choice as a form of realization of the cognitive capabilities of science to reveal general regularities. In their context, education, in order to be scientific, should direct students to obtain scientifically based knowledge.
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