Further development of the history of science and technology requires the solution of a number of methodological problems. The article considers the object and subject of the history of science and technology, its place in the system of sciences. Today, more and more people are turning to the factors that determine the interaction of the society with the environment (productive forces of the society), to study which in the historical aspect and called a special scientific discipline - the history of science and technology. The society as an object of knowledge is a biological organism of the highest level of organization of “cells” - individuals. It exists and develops in the environment due to its own entropy. The society organizes this removal through a specialized subsystem formed on the basis of technical devices – “technosphere”. The success of such a process is ensured (through the information field) by another subsystem - the “noosphere”. These subsystems include both ideal and material objects. The composition and development of the technosphere and noosphere are considered in the article. It is shown that the functioning of the technosphere is based on its interaction with the noosphere, which provides information about the environment and controls the effectiveness of interaction with it. It is formed by combining the mental structures of individuals through sign systems. The production process that ensures the functioning of the society begins with the noosphere, which through individual consciousness controls the actions of each individual, who through the means of production (technosphere) interacts with the natural environment. However, the gradual development of productive forces leads at some point to the fact that the information needed by the individual to perform all necessary actions for the benefit of the society, ceases to fit in his individual consciousness. As a result, there is a new social phenomenon - the social division of labor. On the one hand, there is a division of technological operations between different performers (technological division of labor), and on the other - the selection of individuals who coordinate the efforts of performers and receive impetus to work not directly from public consciousness, but through these persons (social division of labor). As a result, there are special relationships between individuals and their groups (production relations), and thus begins the class period of human existence. And it will continue until the development of productive forces leads to the full transfer of all technological functions to technical systems, which due to the direct interaction of the noosphere and technosphere will put an end to the social division of labor. However, the development of productive forces is also accompanied by the acceleration of entropy in the environment of mankind - the geobiosphere of the planet Earth, which is gradually making it less and less suitable for life. The cardinal solution to the problem is the prospect of humanity entering infinite space.
Current tendencies question the role of science in modern society, force returning to the processes of formation of the scientific paradigm. The latter was complex and nonlinear, and the formation of scientific principles of cognition was their natural result. Throughout human history, the knowledge about the objective world has been acquired and used in various, historically necessary forms – both in the methodology of cognition and in the method of systematisation, which was determined by the level of their accumulation. The accumulation of knowledge took place in different ways: in the process of direct practical activity, on the basis of supposedly “foreign” contemplation and as a result of conscious influence on an object of study (experiment) with their different “specific weight” at different historical stages. As for the systematisation, the need for which was determined by systemic nature of an object of knowledge and the social nature of knowledge, throughout the history of mankind its forms differed considerably, but, in the end, were reduced to three main ones.
The article deals with the role and significance of the modern European historical science in the process of implementing the policy of reconciliation of nations. Based on the analysis of European countries experience several proposals have been made to establish a dialogue to consolidate the Ukrainian society. For today’s Ukraine it is especially important to pursue such a historical policy that will promote the national historical reconciliation. The problem of vital importance is to develop a common conceptual approach to comprehension of the role of the historical policy and reconciliation policies for the security sphere of the state.
The aim of the article is to comprehensively study the place and role of historical local studies in the system of historical education of general educational institutions in Ukraine. Being a component of national education, historical local studies contributes to the revival of regional traditions and nation’s consolidation. Nowadays historical local studies in Ukraine has become a powerful means of the Ukrainians’ national self-awareness awakening, their national-historical memory, without which the process of establishing independent Ukrainian statehood would be impossible.
The article examines Ukraine’s state policy in the field of school history education in the 1990s – 2000s. Issues of school history courses content filling with new visions; normative and legal support of their teaching; and search for this process best models have been the subject of attention of state authorities, research institutions, teachers, and the public of Ukraine since independence. For almost two decades, their solution has been generally progressive. A return to the 1990s – 2000s state policy principles in the field of school history education took place in Ukraine after the Revolution of Dignity. Therefore, the study of this policy, in particular, on the history rethinking, the creation of a regulatory framework for students’ study of this subject, and public perception of the process is of great practical significance today
The article examines the modern national historiography of Ukrainian working-class issues of the postwar twenty century (1946-1965). The existence of several methodological levels, the highest of which is philosophical, is the historiographical research specificity. The authors of the article used analysis and synthesis from the list of this group methods. The next level is considered to comprise general scientific methods, of which the method of classification and typologization and the method of idealization (abstraction) were used. Special historical methods are the third gradation of the methods. The research tools of the proposed work include historical and genetic, chronological, problematic and chronological, biographical, comparative historical methods, as well as methods of periodization, content analysis, dialectic of retrospective and prospective analysis. The authors of the article conclude that the main thesis of the modern national historiography of the problem is the statement that the postwar economic recovery was carried out on a predominantly extensive basis. More than 90% of workers at Ukrainian industrial enterprises achieved production standards mainly by manual labor. Lack of proper safety precautions often resulted in significant injuries. Much was said about the working-class leading role in the society, but little was done to ensure that workers actually managed the enterprises. To a certain extent, this was facilitated by the permanent mobilization and propaganda activities carried out by that period regime, inspiring “socialist competition” and various kinds of “movement of shock workers and innovators.” People’s real, everyday enthusiasm, their readiness for another sacrifice in the name of a better future were closely intertwined with the formalism and demagoguery inherent in the communist system. The overwhelming majority of contemporary Ukrainian historians support the idea that by rebuilding the economy, people were reviving a normal life for themselves and their children, while the system attributed everything primarily to the “highest interests of the Bolshevik Revolution homeland.” Living and working conditions of people were difficult. Nevertheless, people believed in a better life. This feeling also increased as workers saw that thanks to their valiant labor the country was gradually overcoming enormous difficulties and solving extremely complex tasks of the destroyed economy reviving. However, J. Stalin and his entourage, trying to strengthen the totalitarian regime, rejected the possibility of the country’s development in a democratic direction, and so did those forces interested in preserving the command economy and vulgarized forms of ideology. At the same time, to the researchers’ point of view, it was also crucial that the mass consciousness had no experience of living in a society developing on the principles of democracy, which in itself hindered the understanding of the need for a radical renewal of the entire political system
The article highlights the main directions of innovative transformations in pedagogy. The methodological concept of research based on the following provisions is highlighted: implementation of a complex of approaches of a scientific and methodological direction in the professional training of future specialists; organization of the main directions of innovative transformations in higher education; determination of the principles of functioning of the educational process; determination of essential properties and features of the studied object of innovative transformations in higher education; determination of prospects for the development of the main directions of innovative transformations in higher education. The main directions of innovative transformations in higher education have been clarified. The essence of the content of innovative pedagogical technologies was considered, and the essential features and ways of development of pedagogical innovations were listed, divided into intensive and extensive. For the purpose of effective training of education seekers, the conditions for their innovative activities have been formulated. Distance learning is presented in the article as a set of information technologies that students need to: ensure the volume of material for their competitiveness in the labor market; for use in the learning process of interactive interaction of students and teachers; to enable students to work independently in order to master the material; for assessment during training and monitoring of their knowledge and skills.
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