A. Denikin, Z. Denikina Financial University under the Government of the Russian Federation NON-CLASSICAL IDEAS IN V.V. ROZANOV'S PHILOSOPHICAL ANTHROPOLOGYAbstract. The article is concerned with the issue of meta-theoretical attitudes emerging within a framework of historical and philosophical knowledge. Rozanov's anthropological views are analyzed from the angle of modern tendencies in non-classical science. Different axiological models of social and individual understanding are compared and thoroughly examined. Parallels are made among classical trend in the 19th century Russian philosophy, Western European concepts of existential type concerning the problem of ideal meanings and V.V. Rozanov's ideas. Key words: value rationality, methodology of subjectivity, personal being, the anthropological turn, super-paradigmatic character of Russian philosophy.

АННОТАЦИяВ статье рассматриваются онтологические и гносеологические основания коммуникативных взглядов с позиций различения типов научной рациональности. Методологическую основу анализа составляет дифференциация трех типов рациональности. Исследование базируется также на компаративистском подходе. При проведении исследования использовался методологический прием градации системного анализа. Авторы приходят к выводу, что современный эпистемологический статус коммуникативного подхода связан с тремя аспектами социального бытия: системностью, рациональностью и коммуникативностью. Переход от сильнонеравновесных состояний к устойчивому социальному развитию предполагает социальную значимость коммуникаций, их подлинность и осуществление рациональности через системные механизмы. Коммуникативный подход выступает в форме интегральной коммуникативной концепции, вида системного анализа. Метатеоретический статус коммуникативного подхода определяется его выраженными системными ресурсами. Ключевые слова: коммуникативный подход; интегральная коммуникативная концепция; метаабстракция; социальная система; системный подход; коммуникативная рациональность; системная рациональность; интерсубъективность

The article focuses on a comparative characteristic of predigital and digital education. The study methodology deploys the differentiation of philosophical and scientific paradigms. Pre-digital education is associated with the classical paradigm. Accordingly, the parameters of pre-digital education include the notions of finite and true knowledge, a singular type of learning algorithms, a balanced learning process, and the deterministic influence of educational programs. The indicators of digital education are identified within the framework of the non-classical and post-non-classical paradigms. The non-classical form of digital education is characterized by the presence of alternative educational programs, the polysemantic object of study, infinite knowledge, and pragmatic orientation. This form of education accentuates the subjective and personal context, the opportunities for plural explanations, and the technologies for studying the singular, the local, and the fragmental. Digital education contributes to modeling infinite discourses and intersubjective practices. All educational innovations within digital education appear as a way of ontological and gnoseological construction. Digital education enhances the role of interdisciplinary education. The competencies of “cross-cutting” and extensive understanding of a complex subject appear. Students should be focused on the results of teaching in various disciplines. A consequence of the expanding learning opportunities is the necessary reduction of pedagogical goals and objectives.

The article traces the substantial and functional evolution of interdisciplinary and transdisciplinary knowledge and its integration into the theory and practice of higher education. The method of distinguishing between classical, non-classical, and post-non-classical rationality is used to disclose the specifics of university transdisciplinarity. The proposed hypothesis suggests that in non-classical and post-non-classical education, different types of studied objectivity exist while when the subject boundaries are fixed, various forms of subject uncertainty are observed. Difficulties in the practice of non-classical education are associated with the objective of overcoming double uncertainty. In one case, the onedimensionality of the study depends on the choice of ontological conditions that are only sufficient for a given monodiscipline. In another case, the task of combining the intervals of studying a subject in the framework of multidisciplinary knowledge is being solved. Transdisciplinarity manifests primarily through educational modeling technologies. What can be attributed to the specifics of post-non-classical education is the study of two types of objectivity: the system-level reality in cases of severe disequilibrium and the system-operational reality in cases of mild disequilibrium. Thus, the subject area demonstrates substantial and systemic uncertainty. It is concluded that the study of systemic objects as a part of the educational process requires interdisciplinary efforts and is carried out in line with the following scheme: problem – project – concept – practical solution.

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