scholarly journals A look at the global educational crisis through the lens of experience of the history of science. Part II. The structure of general education content

2021 ◽  
Vol 23 (1) ◽  
pp. 11-43
Author(s):  
V. L. Gapontsev ◽  
V. A. Fedorov ◽  
Ye. M. Dorozhkin
Keyword(s):  
General Education ◽  
Scientific Knowledge ◽  
Knowledge Integration ◽  
World View ◽  
Laws Of Nature ◽  
Knowledge Structure ◽  
Practical Significance ◽  
Global Integration ◽  
Content Structure ◽  
Educational Crisis

Introduction. The first part of this work is devoted to the examination of the scientific knowledge structure as a three-level scheme of its division (the field of phenomena of nature, laws of nature and the field of symmetry principles), wherein each next level provides the previous one with its structure. According to V. S. Lednev’s approach, scientific knowledge is a determinant of the general education content. Therefore, the general education content structure requires to be revised as well. Aim. The aim of the current study is the determination of a needed alteration of the general education structure corresponding to integrative trends, which have been registered in the process of formation of the scientific knowledge new structure.Methodology and research methods. The methodology of the study is based on the ideology of F. Klein (the Erlangen programme) and the ideas of E. Wigner about the levels of division of the scientific knowledge field (the totality of these ideas allows using them as a tool for description of the scientific knowledge structure and, consequently, of the structure of the education content, the determinant whereof it is); on the personal-activity approach developed by V. S. Lednev for the analysis of the structure of the education content, and on the approaches to description of the behaviour of complex systems on the base of regular laws established by synergetics.Results and scientific novelty. A new element, specifically “Structure of scientific knowledge (symmetry)” through line, is proposed for introducing into the general education content structure. Its function is the global integration of subject-based through lines of the general education. On this basis, it is possible to optimise the content of education that balances the process of differentiation within scientific knowledge. It allows solving one of the topical issues of the global educational crisis related to the constant growth of the scientific knowledge volume and fragmentation thereof. The present paper takes into consideration that certain features of sporadic formation of such a new element of the education content structure take place. Among them, one can mention the attempts to launch “Concepts of the Modern Natural Science” and “Scientific World View” courses, discussion of possibilities to use synergetics in pedagogy and active discussion of use of the ideas of symmetry within various disciplines – from humanitarian to science, technology, engineering and mathematics (STEM). The perspectives of further development of formulated ideas about the scientific knowledge structure and the general education content structure in light of trends in STEM are also discussed.Practical significance. The ideas about “Structure of scientific knowledge (symmetry)” through line will be utilised for task-oriented revision and re-distributing of the content of subject-based through lines of the general education with the aim of its optimisation, taking into account the highest level of the scientific knowledge integration, which was formed in the course of the evolution thereof.

scholarly journals For citation: Gapontsev V. L., Fedorov V. A., Dorozhkin Ye. M. A look at the global educational crisis through the lens of experience of the history of science. Part 1.The scientific knowledge structure

2020 ◽  
Vol 22 (10) ◽  
pp. 11-40
Author(s):  
V. L. Gapontsev ◽  
V. A. Fedorov ◽  
Ye. M. Dorozhkin
Keyword(s):  
General Education ◽  
History Of Science ◽  
Scientific Knowledge ◽  
Laws Of Nature ◽  
Volume Growth ◽  
Knowledge Structure ◽  
Practical Significance ◽  
Educational Crisis ◽  
New Variant ◽  
History Of

Introduction. The issue of the global educational crisis was outlined by Ch. P. Snow and denoted by Ph. H. Coombs more than sixty years ago. The viewpoints on this problem outspoken ever since are diversified, but it did not lead to blunting of acuteness thereof. It gives the evidence of the necessity to go on revealing and studying the reasons creating the global educational crisis, of which the rapid growth of scientific knowledge and its accelerated differentiation are outlined by researchers as primary ones. It determines the topicality of researching the structure of scientific knowledge, which is a determinant of the basic education content through the lens of the history of science.The aim of the present study is substantiating of the idea that the basic reason of the world educational crisis is a result of strengthening of scientific knowledge differentiation due to acceleration of its volume growth and developing the approach to overcome the crisis.Methodology and research methods. The methodology of the study is based on the ideology of F. Klein (the Erlangen programme) and the ideas of E. Wigner about the levels of division of the scientific knowledge field (the totality of these ideas allows using them as a tool for description of the scientific knowledge structure and, consequently, of the structure of the education content, the determinant whereof it is); on the personal-activity approach developed by V. S. Lednev for the analysis of the structure of the education content, and on the approaches to description of the behaviour of complex systems on the base of regular laws established by synergetics.Results. Examining the history of development of the scientific knowledge structure within the ideology of F. Klein’s Erlangen programme allowed coming to the conclusion that in general it should be described as a result of the non-completed process of formation of the pattern of dividing the entire scientific knowledge field into three areas constituting three levels: phenomena of nature, laws of nature and the field of symmetry principles. In proportion to growing, each next level provides the previous one with its structure. The currently accepted classification of sciences is a horizontal section of the three-level pattern of dividing the scientific knowledge in the field of laws of nature.Scientific novelty. The paper evidences that the three-level pattern of dividing the scientific knowledge is formed in the course of the history of science as a basis of integration of the scientific knowledge, equalising the process of its differentiation, which shall allow optimising the content of general education with strengthening the integration of its disciplines.Practical significance. The ideas of the scientific knowledge structure, inherent to the three-level pattern of dividing the scientific knowledge, will be utilised as the basis for the formation of a new variant of the general education content structure, which will allow optimising it and mitigating the acuteness of the global educational crisis related to the progressing differentiation of scientific knowledge.

scholarly journals SYMMETRY PRINCIPLE AS A BASIS FOR INTEGRATION IN SCIENCE AND ITS VALUE FOR EDUCATION

2019 ◽  
Vol 21 (4) ◽  
pp. 9-35 ◽  
Author(s):  
V. L. Gapontsev ◽  
V. A. Fedorov ◽  
M. G. Gapontseva
Keyword(s):  
Scientific Knowledge ◽  
Laws Of Nature ◽  
General Idea ◽  
Practical Significance ◽  
Natural Phenomena ◽  
Negative Consequences ◽  
Symmetry Principle ◽  
Root Cause ◽  
Holistic Perception ◽  
The Relationship

Introduction. In recent decades, the problem of the formation of a holistic perception in students’ minds of the surrounding reality in the field of education has become acute. The buildup of scientific knowledge, which is a determinant of the structure of the content of education, occurs impetuously. Students’ thinking and consciousness become fragmented due to the exorbitant, permanently increasing amount of information that is presented for learning, but cannot be fully mastered by students. The root cause is imbalance in the curriculum levels of integration and differentiation (with a roll in the direction of the latter). To compensate the current imbalance and reverse the dangerous situation that threatens society with extremely negative consequences, an audit of the structure of educational content and the search for its new conceptual models are required.The aim of the publication was to show the importance of using the phenomenon of symmetry in the construction of structures of scientific knowledge and the content of education.Methodology and research methods. The study was based on the ideology of F. Klein “Erlangen programme”; E. Wigner’s scheme, showing the division of areas of scientific knowledge; generalised idea of symmetry by G. Weyl; the personal-activity approach to structuring the content of education, improved by V. S. Lednev; and also on the theoretical and methodological analysis of other scientific sources related to the topic under discussion.Results and scientific novelty. The general idea of symmetry, borrowed from geometry, but nonetheless having a general methodological rather than a particular character, is proposed as the basis for systematising sections of scientific knowledge and structuring foundation of the content of modern education. The ability of symmetry to combine the merits of the primary deductive concept and the general inductive concept reflects the tremendous work performed by mankind in the course of history to identify stable patterns, sets of invariants (the allocation of which is the basic condition for the development of intelligence) and the corresponding forms of symmetry. That is, the forms of generalised symmetry accumulate in a compact form all the available knowledge and serve as a tool developed by society for systematising the phenomena and laws of the surrounding reality. The examples convincingly demonstrated the integrative property of forms of symmetry, manifested in the relationship between its principles, the laws of nature and natural phenomena. The principles of symmetry set the structure to areas of the laws of nature and natural phenomena, which, in turn, in the form of cross-cutting lines (according to V. S. Lednev) can determine the content of education. In addition, it justifies the expediency of introducing a special cross-cutting Symmetry line, consisting of a course system – apical elements, supplemented by implicit elements scattered in courses of other cross-cutting lines. Such an approach will eliminate the narrow specialisation in the learning process and avoid fragmentary perception of educational information and the surrounding reality. Practical significance. The research materials presented in the publication can be useful both for scholars and educators, who study the content of education, as well as for practitioners involved in the selection of educational material in the development of educational programmes at various levels.

scholarly journals ON ACTUALIZATION OF THE PHILOSOPHICAL ASPECTS OF THE DEVELOPMENT OF THE GENERAL THEORY AND METHODOLOGY OF CRIMINALISTICS

2019 ◽  
pp. 35-48
Author(s):  
Ivan Kohutych
Keyword(s):  
General Theory ◽  
Forensic Science ◽  
Scientific Knowledge ◽  
World View ◽  
Laws Of Nature ◽  
Social Functions ◽  
Progressive Development ◽  
Separate Branch ◽  
Doctor Of Philosophy ◽  
Human Thinking

Some aspects of the philosophical ground of forensic science as a world-view basis of its general theory and methodology are specified in the article, as well as certain provisions of the prospects of “Philosophy of criminology” are given. The author supports the idea that this particular form of scientific and forensic cognition is the only possible solution and localization of most of the methodological problems of criminology, without which it risks disappearing as a science. The analysis of literature states that in modern conditions the role of philosophy as a scientific and methodological outlook is inevitably increased. And this, in turn, is the basis of the integration of sciences, the basis for comprehensive research on topical issues of modern practice and cognition. Being a science about the general laws of nature, society and human thinking, philosophy serves as a basis for building a separate scientific methodology, including such a variety as the general theory and methodology of criminology. Here philosophy carries out not only a special ideological function, which criminalistics does not have, but also a function of the philosophical method of cognition. It is also justified to assume that without reference to philosophical categories it would be impossible both the formation of forensic science, and its further improvement in the sense of formulating their own categories, that is, the most general concepts, in which, in general, the quintessence of the content of a separate branch of scientific knowledge is concentrated. According to “The procedure of training applicants of higher education for the degree of doctor of philosophy and doctor of sciences in higher educational establishments (scientific institutions) these applicants in Ukraine will be called “doctors of philosophy”. In addition, the educational – scientific program should include the component which provides for the acquisition of such competence in accordance with the National Qualifications Framework, as “… mastering general scientific (philosophical) competencies aimed at forming a systemic scientific views, professional ethics and general cultural outlook. Therefore, this aspect does not only justify, but inexcusably argues the need for scientific assimilation of philosophical categories by future lawyers, including the highest scientific degree”. One way or another, future lawyers, especially criminologists, must be aware of the reasons that led to the emergence and development of criminology; the factors that determined its methodological foundations and place in the system of scientific knowledge, in particular, in the system of criminal-law sciences; its tasks, social functions, the ways and mechanisms of their realization (in their philosophical comprehension). In addition, the elimination of the so-called in the literature ground of the “idea of ​​crisis” which leads to allegations of the need to change the “forensic paradigm”, the departure from the traditional forensic theory and methodology, could also be possible, to a large extent, due to the philosophical aspect of securing the active and progressive development of criminology, taking into account the preservation and respect of the traditions of forensic science, as well as the criminologists who created it. Key words: general theory, methodology, criminology, philosophy.

BASIC FUNDAMENTALS OF CIVIL LAW AND THEIR IMPORTANCE

2019 ◽  
pp. 120-126
Author(s):  
Diana Vivcharuk
Keyword(s):  
Law Enforcement ◽  
Scientific Knowledge ◽  
Civil Law ◽  
Comprehensive Analysis ◽  
Practical Significance

Purpose. The purpose of the article is the regulation of relations on the principles of civil law. Methodology. The methodology includes a comprehensive analysis and a synthesis of available scientific and theoretical information. It is includes the formulation of relevant conclusions and recommendations. Such methods of scientific knowledge were used: terminological, functional, systemic-structural, logical-normative. Results: it was determined, that principles of civil law – an ideas of the civil law, that characterized by systematic,versatile, more stable, more regylated. Originality. An article is the special reseach that explores the problems of civil law in Ukraine. Practical significance. The results of the research can be used in legislation and law-enforcement activities.

How to foster scientific knowledge integration in coastal management

2021 ◽  
Vol 209 ◽  
pp. 105661
Author(s):  
Mafalda Marques Carapuço ◽  
Rui Taborda ◽  
César Andrade ◽  
Victor N. de Jonge
Keyword(s):  
Scientific Knowledge ◽  
Coastal Management ◽  
Knowledge Integration

scholarly journals Motivation of senior school persons for participation in professionally oriented competitions

2020 ◽  
pp. 15-21
Author(s):  
P.V. Tkachenko ◽  
◽  
D.A. Severinov ◽  
K.V. Luganskaya
Keyword(s):  
General Education ◽  
Vocational Guidance ◽  
Educational Process ◽  
Practical Significance ◽  
Control Group ◽  
Intellectual Activity ◽  
Face To Face ◽  
Tv Shows ◽  
Experimental Group

Analyzed is the problem of motivation of senior school persons for participation in professionally oriented competitions. Relevance: modern seniors easily learn technical subjects, cope with management of most of latest gadgets, and require new (not standard, interesting for teenager) format in conduct of vocational guidance events, such as quests, intelligent games in the style of TV shows, et all. Such a format allows participant to “go beyond”, look at the future profession and educational process slightly from a different angle. Methodology and research methods: a non-standard competition acts as example of intellectual natural-scientific tournament Credo Medicus, and that is a system of face-to-face intellectual competitions for two months with a break of 7 days between its stages. Participants are seniors of general education institutions. At the end of tournament field study of motivation of 30 seniors-participants (16–17 years old) participate in competitions of professional orientation (experimental group), that was carried out by means of following tests: determination of professional tendencies; motive for choosing a profession. Results of the survey were compared to the responses of 30 seniors, who did not participate in the tournament. Results: the experimental group is dominated by internal socially significant motifs (4.4), which is 0.8 more than in the control group (p = 0.0008). And in the control group, there is prevalence of internal (3.68 and 3.64) motifs over external (2.56 and 2.76) motifs. Scientific novelty of the research: it was found, that participants of intellectual tournament are more prone to knowledge and intellectual activity. When choosing a profession, they are dominated by socially significant motives, the role of external positive motives is small, and the desire to be useful for society is significantly expressed, that is most typical for medical activities. Practical significance of the research: materials of the study can serve as demonstration of experience of introducing into vocational guidance work of university a new format of events, such as the open intellectual natural-scientific tournament Credo Medicus, that allows to assess motivational aspects of choice of the profession of doctor of future applicants, and already at the stage of school education to engage in targeted training of interested and gifted teenagers.

The Emerging Field of Semantic Scientific Knowledge Integration

2009 ◽  
Vol 24 (1) ◽  
pp. 25-26 ◽  
Author(s):  
Deborah L. McGuinness ◽  
Peter Fox ◽  
Boyan Brodaric ◽  
Elisa Kendall
Keyword(s):  
Scientific Knowledge ◽  
Knowledge Integration

Postcolonial philosophy of science

2018 ◽  
Author(s):  
Sandra G. Harding
Keyword(s):  
Scientific Knowledge ◽  
Social Values ◽  
Laws Of Nature ◽  
Modern Science ◽  
European Expansion ◽  
Science Projects ◽  
Representations Of Nature ◽  
Value Neutrality ◽  
Cultural Features

Are there laws of nature that today’s modern sciences are ill-designed to discover? Does the universal use of these modern sciences require their value-neutrality, or are their social values and interests an important cause of their universality? What resources for scientific knowledge can other cultures’ science projects provide? Such questions are raised by recent postcolonial global histories that focus analyses on the role of European expansion in the advance of modern science and in the decline of other cultures’ science traditions. These accounts challenge philosophers to re-evaluate unsuspected strengths in other scientific traditions and identify modern science’s borrowings from them. They also identify European cultural features that have, for better and worse, constituted modern sciences and their representations of nature and thus seek to develop more realistic and useful accounts of the values, interests, methods, universality, objectivity and rationality of science.

Representing scientific knowledge for quantitative analysis of physical systems

2020 ◽  
Vol 15 (4) ◽  
pp. 439-474
Author(s):  
Soroush Mobasheri ◽  
Mehrnoush Shamsfard
Keyword(s):  
Quantitative Analysis ◽  
Scientific Knowledge ◽  
Procedural Knowledge ◽  
Laws Of Nature ◽  
State Variables ◽  
Specific Level ◽  
Physical Systems ◽  
Domain Specific ◽  
Constraint Network ◽  
Representation Model

Representation of scientific knowledge in ontologies suffers so often from the lack of computational knowledge required for inference. This article aims to perform quantitative analysis on physical systems, that is, to answer questions about values of quantitative state variables of a physical system with known structure. For this objective, we incorporate procedural knowledge on two distinct levels. At the domain-specific level, we propose a representation model for scientific knowledge, i.e. variables, theories, and laws of nature. At the domain-independent level, we provide an algorithm which, given a system S with known structure and a relevant scientific theory T, extracts a constraint network, whose variables are state variables of S defined by T, and whose constraints raise from relevant laws in T. The constraint network is then solved, to build a system of equations whose unknowns are the output variables of S. The proposed representation model and reasoning algorithm are evaluated by applying them to classic analysis examples.

How does coopetition affect radical innovation? The roles of internal knowledge structure and external knowledge integration

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Huanhuan Chen ◽  
Yanhong Yao ◽  
Ao Zan ◽  
Elias G. Carayannis
Keyword(s):  
Knowledge Integration ◽  
Knowledge Structure ◽  
Radical Innovation ◽  
Content Type ◽  
External Knowledge ◽  
Mediating Role ◽  
Architectural Knowledge ◽  
The Relationship ◽  
Positive Effect

Purpose Building on the resource- and knowledge-based views, this paper aims to explore how coopetition affects radical innovation and the roles of knowledge structure and external knowledge integration in the relationship between coopetition and radical innovation. Design/methodology/approach This study proposes a research model to examine the mediating role of external knowledge integration on the coopetition-radical innovation link, where the mediation is moderated by the firm’s knowledge structure (including component knowledge and architectural knowledge). The authors use regression and bootstrapping to test the proposed model with survey data from 241 Chinese technology firms. Findings This study finds that coopetition positively affects radical innovation and the effect is fully mediated by external knowledge integration. Additionally, component knowledge negatively moderates the coopetition-external knowledge integration link and architectural knowledge positively moderates this relationship. Further, the mediating effect of external knowledge integration is also moderated by component knowledge and architectural knowledge. Practical implications Firms should engage in coopetition to promote radical innovation. Further, it is necessary for firms to appropriately manage coopetition according to their internal knowledge structure. Originality/value This study explains why scholars have different ideas about the relationship between coopetition and radical innovation by exploring the mediating role of external knowledge integration and the moderating effect of knowledge structure. Firms possess increased possibilities for knowledge leakage and partner opportunism with high levels of component knowledge, which will reduce the positive effect coopetition on external knowledge integration; thus, they are less likely to realize radical innovation. Instead, firms possess increased opportunities for resource sharing with high levels of architectural knowledge, thus improving the positive effect coopetition on external knowledge integration and they are more likely to achieve radical innovation.

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