Проанализированы изменения структуры науки (дисциплинарность, междисциплинарность. трансдисциплинарность) и методологии научного исследования на новом этапе социальной динамики и в связи с формированием новой парадигмы научноститехнонауки. Осуществляется сравнительно-исторический анализ классической, неклассической методологии науки с методологиями и технологиями постнеклассической науки: системно-эволюционным подходом в познании сложных саморазвивающихся систем, методологией проективной деятельности в технонауке и постнеклассическими практиками конвергирующих технологий (NBICS-технологии).
Abstract. In the paper the cognitive apparatus of the modern science is observed. An approach to cognition of complex, self-developing systems as an object of the modern science resulted in necessity of reasoning of their cognition specifics. The authors focus on the following questions: how historical, temporal and sociocultural parameters may be inserted to the epistemology; how the category of truth and objectivity of scientific knowledge may be rethought in light of understanding cognition as interpretative activity with the insertion of constructivist ideas? It is highlighted that evolutional constructivism and evolutional epistemology are the most adequate epistemological practices for cognition of complex, self-developing systems, explanation of the existence and evolutional processes.
The paper is devoted to the reflections on the work of Ronald Barnett The Ecological University: A Feasible Utopia. The research field of social philosophy of higher education is emerging, and the work of Barnett lays the foundations for the philosophical analysis of the university. It is shown that the ecological university is viewed not as another formation of the university among the many existing today, but as a counterform of the university, opposing such university models as entrepreneurial and digital universities. Applying the ecological approach to the university will require a revolutionary transformation in thinking, denoting such a turn as shaping the university’s ecosophy. It is emphasized that the ecological university interacts with the world not in an instrumental, technical way, but rather in a transcendental, hermeneutic way: not through the imposition of changes, but through understanding. Particular attention is paid to the following main ideas of the book: the application of an ecosophical approach to the analysis of the new identity of the university in a changing world, a new vision of the interaction between the university and the larger world, based on the ethics of responsibility for the well-being of ecosystems in which the university is involved, and also the ideas of the knowledge ecology and epistemic responsibility. The urgent imperative of the ecological approach to rethinking the identity and the future of the university as a social institution is substantiated, starting from the concept of “deep ecology” the university builds new forms of interaction with the world. The main principles of this interaction are integrity, responsibility and critical dialogue. The authors believe that the research optics of the social and philosophical analysis of the university actualizes the purpose, responsibilities and influence of the university in the changing world.
The object of the research presented in the article is the transformation of the university's identity in the context of “liquid modernity” (Zygmunt Bauman), as an era of global instability. Despite political, economic and social upheavals and changes, the university remained a fairly stable, albeit evolving, social institution from its inception during the Middle Ages to the second half of the 20th century, to the stage of social development that is commonly called postmodernity or “liquid modernity”. At this time, higher education almost all over the world is faced with a reduction in public funding, and a need arises for universities to search for additional sources of income. As a result, a model of an entrepreneurial university is emerging, the social role and institutional identity of the university in modern reality is blurred (Bill Readings' “the university in ruins”). In the situation of the problematization of the university's integral identity and the emergence of multiple models in which it functions today, it becomes necessary to rethink the uniqueness of the university as a social institution and its place and role in the world. The article carries out a reflexive analysis of the transformation of the university's identity in three key dimensions: first, as an agent for the development of research open to innovation and social activity; second, as an educational project in the era of mass (and possibly universal) higher education; third, as a subject that bears social responsibility for contributing to the sustainable development of a changing world. The study of transformations of the identity of a modern university is based on the analysis of changes in the concept of knowledge from the perspective of the concept of “liquid modernity”. These transformations were indicated by an increase in the need for expert scientific knowledge, simultaneously with its relativization, the accumulation of uncertainties and risks, a paradigmatic shift from a fundamentalist type of science to research in which knowledge is epistemologically and socially constructed. An analysis of the transformations affecting the university in its key areas of activity - research, teaching, and social responsibility - shows how significant they are. Indeed, one might get the impression that the university is losing its place in the world and its identity; however, transformations of the basic functions of the university do not mean the loss of the university's uniqueness, but rather a renewal of the ideal. The authors of the article come to the conclusion that the identity of the university as a social institution is expressed in the unity of the functions of research, teaching, and social responsibility. This unique integrity allows the university to produce and broadcast knowledge as a social good, realizing its responsible research and expert position in the interests of the well-being of the larger world and overcoming civilizational crises, and this is what distinguishes the university from other social institutions.
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