Historical stages in the formation of the scientific knowledge system in a theoretical and methodological context

Abstract

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.

alienation phenomenon and the communicative model of the human society evolution

“…Since the XIX century -a photograph that directed the fine arts into the space of new forms and meanings, then a phonograph, film, tape recorder, etc. But, in parallel -a family of machines, electricity, locomotive -a huge number of forms of tangible, "objectified" knowledge (Griffen et al, 2021). It should be noted that a significant part of them is not to alienate, but to cancel the physical efforts of people: the energy of man-species has increased hundreds of times since the middle of the XIX century.…”

Design Thinking e metodologias ativas no ensino de ciências: um estudo de caso com graduandos em nanotecnologia

“…Ao longo do tempo, o método científico continuou a evoluir e se desenvolver, na investigação de fenômenos físicos, químicos e biológicos, enquanto o design thinking possui um escopo análogo porém mais amplo, sendo aplicado primordialmente em contextos em que os protagonistas são seres humanos ou suas questões, não a natureza, o que se dá em uma variedade de contextos, da publicidade, indústria e comércio até o ambiente escolar (VIGNAIS, P.V. ; VIGNAIS, P.M., 2010; MÉTIOUI; MATOUSSI; TRUDEL, 2016; ALISIR; IREZ, 2020;GRIFFEN et al, 2021;ANDERSON;LIN, 2024).…”

“…Ambas as abordagens enfatizam a importância da curiosidade, da geração, validação de hipóteses e de uma boa interação com o meio e os métodos para alcançar soluções eficazes. Ambos valorizam a observação cuidadosa, a análise crítica, a organização e a experimentação (VIGNAIS PM, 2010;LI et al, 2019;PANKE, 2019;ANDERSON;LIN, 2024;GRIFFEN et al, 2021).…”