The philosophy of complexity management in terms of convergence of socio-humanitarian and natural-science knowledge. Papers of the “round table”

Arshinov, Vladimir I.; Alexeeva, Irina; Budanov, V. G.; Бургете, М. Р.; Chernikova, Irina V.; Ефременко, Д. В.; Герасимова, И. А.; Kiyashchenko, Larisa P.; Lepsky, Vladimir; Розин, Вадим Маркович; Svirskiy, Yakov; Stepin, Vyacheslav

doi:10.21146/2413-9084-2017-22-1-5-29

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“…As it is known from the philosophical and methodological literature, the historical periodization of science by types of scientific rationality was made by V. Styopin. Starting from the 1990s, he published several scientific works in which he argued that the development of modern science had taken place through four global revolutions: the first of them took place in the XVII century and marked the formation of classical natural science; the second, at the turn of the XVII and XVIII centuries, meant the formation of disciplinebased science; the thirdfrom the end of the XIX to the middle of the XX centurycontributed to the formation of non-classical natural science; in the course of the fourth revolutionsince the last third of the XX centurythere was the formation of post-nonclassical science (highlighted by V. Styopin) [1]. According to these global scientific revolutions, in his opinion, such historical types of scientific rationality were formed in the history of scienceclassical, non-classical and post-non-classical [ibid].…”

Section: Methodsmentioning

confidence: 99%

“…In particular, V. Styopin's studies concerning the revolution in science itself, which led to changing the type of scientific rationality and at the turn of the XX and XXI centuries, contributed to the formation of post-non-classical rationality. The philosopher substantiated that "the foundations of science are, on the one hand, a component of the internal structure of science, but, on the other hand, of its infrastructure, which mediates the impact on the scientific cognition of socio-cultural factors and the integration of scientific knowledge in the culture of the corresponding historical era" [1]. The modern historical era is rightly called the information era, which corresponds to both the increasing role of computer science and information and communication technologies in the development of science itself, and the widespread use of these technologies in the social practices.…”

Section: Introductionmentioning

confidence: 99%

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Post-non-classical science in the age of informatization of society: functional aspect

et al. 2020

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The article researches the transformation of the science functions in the process of changing the scientific rationality type in the conditions of the information society formation. The relevance of the research topic is stipulated by the need for scientific analysis and philosophical understanding of the large-scale changes occurring in modern science under the influence of informatization processes. The theoretical basis of the study are the general philosophical principles - the principles of systematicity, comprehensiveness, concreteness of the study, as well as such socio-philosophical methods as specifically historical, historical-retrospective, comparative-historical method, the method of unity of historical and logical in social cognition. Comparative analysis, interdisciplinary synthesis and other techniques of general scientific methodology are also used. The influence of socio-cultural conditions on the functional transformations of post-non-classical science is substantiated. The basic tendencies of functional transformation of science are revealed: transition to development of complex scientific programs; the convergence of research programs with high-tech manufacturing practices, the integration of computer technologies with methodological tools; the commensuration of subject lines of scientific knowledge with the conditions of formation of socially-human complexes; the coordination of rational-cognitive ethos of science with cultural universals; the extension of the intra-scientific reflection field and the formation of extra-scientific reflection forms.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Post-non-classical science in the age of informatization of society: functional aspect

et al. 2020

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“…The modern vector of civilizational sustainable development of society requires the intensive implementation and dissemination of global technologies: nano-, bio-, information and communication technologies and convergent technologies, as well as the development of socio-humanitarian technologies. (Arshinov & Budanov, 2016;Chuprov, 2012;Roco & Bainbridge & Tonn etc. ;Babkina, 2017;Melnyk, 2017;Kapitsa, 2018;Ramazanova et al, 2019;Kovalchuk & Naraikin & Yatsishina, 2013;Lecturer, 2011;Melnyk, 2015;Kazantsev & Kiselev & Rubvalter & Rudensky, 2012;Levashova, 2011A, Gryshova, 2019.…”

Section: Humanity Has a Chance To Find A Way Out Of Global Crises But...mentioning

confidence: 99%

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2020

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In modern conditions of instability, systematic crises and global transformations the problem of developing methods and technologies for analysis, modeling, management, forecasting and decision making for stable development of viable socioeconomic systems has become the most important. These systems are characterized by complex structure and behavior, the synergison and non-linearness and have all sorts of "NOT" and "MANY" factors characteristics. The study of model's systems, which include in their structure the humanitarian component (socio-ecological, economic and humanitarian subsystems -SEEHS, i.e. it is aspect of integration of 4 spheres) as a system of the noosphere type, is very actually problem. The greens innovations economics in the conditions of "Industry -4.0", such as man-made integral industrial systems, are systems of type SEEHS. The peculiarity of the processes of stable development management, prediction and maned decision-making in the modern conditions of socio-economic, ecological, social and humanitarian crises, and the system crisis as a whole, as well as in the conditions of necessity and importance of stable and safe development of industrially of economic structures consists in accounting of the influence of uncertainties as on the object of control as well as and behavior of decision-makers. The there has been proposed models and control technologies of viable, stable and safe development of SEEHS systems based on the integrated "object and subject" oriented approach, a conceptual model, a generalized model of the synergistic dynamics with the regard of the uncertainties of on both stochastic and chaotic factors, of on base nonlinear dynamic and others.

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Reflexive Methods of Knowledge in Educational Activities: Phenomenological Hermeneutics

Korneenko

2019

Obraz. nauka

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Introduction. Knowledge is one of the most important human needs. Today, lifelong learning and self-education individual skills are of paramount importance for each representative of the society in relation to the world trends of a post-industrial era: economic domination in the innovative sector, progressive increase of intensity of information flows and rates of distribution of high technologies, rapid development of science and industry of knowledge, quickly changing and becoming tougher requirements to professionalism, qualification and creativity of experts irrespective of the sphere of employment. It is obvious that structural formation and improvement of ways of students’ thinking is one of the most important tasks of the educational system; reflection is of particular importance. However, the results of training are still defined by the level of development of easily measured operational skills and cognitive qualities (memory, attention, logic), in which the reflection is presented only partially. Reflexive abilities as the mechanism and instrument of knowledge, which assist a personality to understand himself or herself, to comprehend own feelings, actions, acts and complex external realities, in most cases remain unaccounted in educational process and when analysing and evaluating the results.The aim of the article was to justify the need to form reflexive skills of knowledge in students through a combination of phenomenological and hermeneutical methods in daily pedagogical practice.Methodology and research methods. The work is based on the ideas of anthropological and phenomenological approaches in human education and - above all - the philosophic idea of “human-sizedness”, which implies anthropological view on a student. The methods of system-based and comparative analysis, as well as the methods of interpretation, synthesis and modelling were used in the course of the research.Results and scientific novelty. The author designates classical linear and neoclassical types of informative models with corresponding to them essentially different explanatory-illustrative and actively-searchable methods, which are used by teachers during classes. The advantages of phenomenological pedagogics are proved: its central category is presented by the phenomenon - sense of any phenomena or processes, which leads to the enrichment of personal experience. In phenomenological approach, the student is regarded as a live, constantly changing character of own personal formation and development; knowledge process is considered as the sequence of acts of understanding and its judgment in close teacher-student interaction. The accumulation of knowledge experience and students’’ acquisition of axiological orientations are promoted by the reflexive processes, structuring knowledge conducive to the elaboration of individual strategy and tactics of behaviour. The educational practices, based on the ways of complete development of reflexive informative abilities of individuals in the context of their activity, are known as the anthropopractices, which subject is “human” in the person and the result is self-determination.The characteristics of two leading methods of knowledge - phenomenological and hermeneutical are compared, their similarity and distinction are shown, and possible options of application are shown. The author concludes that integrated usage of phenomenological approach with hermeneutics elements in the educational activity is considered useful.Practical significance. The means of phenomenological hermeneutics described in the article become especially relevant in the conditions of digitalisation and computerisation of pedagogical communication: their use better compensates for the costs of technical methods of training by the means of real teacher-student collaboration through dialogue, knowledge process, experience, interpretation and reflection of the discipline under study.

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The philosophy of complexity management in terms of convergence of socio-humanitarian and natural-science knowledge. Papers of the “round table”

Cited by 3 publications

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Post-non-classical science in the age of informatization of society: functional aspect

Post-non-classical science in the age of informatization of society: functional aspect

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Reflexive Methods of Knowledge in Educational Activities: Phenomenological Hermeneutics

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