Abstract.Modern society, which sets problems of translating culture in a new way, determines new criteria for the educational paradigm. Globalization tendencies in modern educational environment induce the problem of necessity to integrate educational and scientific resources into Russian education. The aim of this article is to demonstrate a significant part of scientific research as a consistent factor in formation of the competence-based model of a professional. It is shown that students' research work beyond the process of education becomes a unique sort of teaching activity, which has a number of essential differences from the main traditional teaching techniques for compulsory courses. The results of students' research work in the ecological situation of Siberian region are presented. The competencies acquired by students during this work are revealed. It is noticed that integrating the theme of students' research work with compulsory courses is one of the most important teaching peculiarities in formation of personal attributes of a future highly-qualified professional, which form the basis of professional mobility and competitiveness. It is summarized that an interdisciplinary character of research work in the modern educational paradigm is aimed at solving innovative tasks of integrating educational, scientific and practice-oriented constituents in the context of the competency building approach.
It has been stated by the author that today in accordance with new transformations in the ways of theoretical conceptualization of reality, sociality is understood to be a symbolic, information-communication one. It is shown that the science is experiencing dramatic reconsideration of foundational characteristics caused by the change of sociocultural fundamentals of scientific knowledge. The thesis, that science is a part of culture and interacts with different of its constituents, is widely recognized, but the mechanism of this interaction has not been matured and studied yet. Today the sphere of scientific work appears to be the endless communication space within which the change of knower status assumes significance. The idea of a knower becomes a foundational category not only in philosophy and philosophy of science but in social-humanitarian knowledge as a whole. A knower can be considered as an integrating element of structural constituents of philosophical knowledge (ontology, epistemology, and axiology). The aim of the article is to demonstrate historical dynamics of conceptualization of an agent of scientific cognition caused by the change of ontological paradigm: from classical (substantialistic) to non-classical (communicational), rejecting the foundational basis. Possible approaches to formation of the model of a collective knower are demonstrated. Communications character of scientific work as a variation of creative work is emphasized.
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