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

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 necessi...

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Main Authors: V. L. Gapontsev, V. A. Fedorov, Ye. M. Dorozhkin
Format: Article
Language:Russian
Published: Russian State Vocational Pedagogical University 2020-12-01
Series:Obrazovanie i Nauka
Subjects:
Online Access:https://www.edscience.ru/jour/article/view/1895
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spelling doaj-e1d663d181154565a4908c7102a6d9d92021-07-29T08:49:01ZrusRussian State Vocational Pedagogical UniversityObrazovanie i Nauka1994-56392310-58282020-12-012210114010.17853/1994-5639-2020-10-11-40919For 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 structureV. L. Gapontsev0V. A. Fedorov1Ye. M. Dorozhkin2Ural Federal University named after the First President of Russia B. N. YeltsinRussian State Vocational Pedagogical UniversityRussian State Vocational Pedagogical UniversityIntroduction. 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.https://www.edscience.ru/jour/article/view/1895educational crisissymmetryeducation content structurescientific knowledge structure
collection DOAJ
language Russian
format Article
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author V. L. Gapontsev
V. A. Fedorov
Ye. M. Dorozhkin
spellingShingle V. L. Gapontsev
V. A. Fedorov
Ye. M. Dorozhkin
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
Obrazovanie i Nauka
educational crisis
symmetry
education content structure
scientific knowledge structure
author_facet V. L. Gapontsev
V. A. Fedorov
Ye. M. Dorozhkin
author_sort V. L. Gapontsev
title 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
title_short 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
title_full 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
title_fullStr 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
title_full_unstemmed 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
title_sort 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
publisher Russian State Vocational Pedagogical University
series Obrazovanie i Nauka
issn 1994-5639
2310-5828
publishDate 2020-12-01
description 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.
topic educational crisis
symmetry
education content structure
scientific knowledge structure
url https://www.edscience.ru/jour/article/view/1895
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