NATURAL-SCIENCE EDUCATION: SCIENTIFIC AND RELIGIOUS KNOWLEDGE CORRELATION IN THE VIEW OF A SYMMETRY PRINCIPLE. Ch. 2. Examples of religious content selection in general natural science courses based on the principle of symmetry

Gapontsev, V. L.; Гапонцева, М. Г.

doi:10.17853/1994-5639-2015-6-4-20

Cited by 2 publications

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“…Как показал анализ определения понятия «явление природы» 1 , границы области научного знания связаны с процедурой пространственно-временной локализации наблюдаемых нами объектов окружающей нас реальности. В работах [30][31][32][33] 2 проведен анализ этого определения Е. Вигнера, кратко изложенный ниже.…”

Section: обсуждение и заключенияunclassified

Symmetry Principle as a Basis for Integration in Science and Its Value for Education

2019

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Introduction. In recent decades, the problem of the formation of a holistic perception in students’ minds of the surrounding reality in the field of education has become acute. The buildup of scientific knowledge, which is a determinant of the structure of the content of education, occurs impetuously. Students’ thinking and consciousness become fragmented due to the exorbitant, permanently increasing amount of information that is presented for learning, but cannot be fully mastered by students. The root cause is imbalance in the curriculum levels of integration and differentiation (with a roll in the direction of the latter). To compensate the current imbalance and reverse the dangerous situation that threatens society with extremely negative consequences, an audit of the structure of educational content and the search for its new conceptual models are required.The aim of the publication was to show the importance of using the phenomenon of symmetry in the construction of structures of scientific knowledge and the content of education.Methodology and research methods. The study was based on the ideology of F. Klein “Erlangen programme”; E. Wigner’s scheme, showing the division of areas of scientific knowledge; generalised idea of symmetry by G. Weyl; the personal-activity approach to structuring the content of education, improved by V. S. Lednev; and also on the theoretical and methodological analysis of other scientific sources related to the topic under discussion.Results and scientific novelty. The general idea of symmetry, borrowed from geometry, but nonetheless having a general methodological rather than a particular character, is proposed as the basis for systematising sections of scientific knowledge and structuring foundation of the content of modern education. The ability of symmetry to combine the merits of the primary deductive concept and the general inductive concept reflects the tremendous work performed by mankind in the course of history to identify stable patterns, sets of invariants (the allocation of which is the basic condition for the development of intelligence) and the corresponding forms of symmetry. That is, the forms of generalised symmetry accumulate in a compact form all the available knowledge and serve as a tool developed by society for systematising the phenomena and laws of the surrounding reality. The examples convincingly demonstrated the integrative property of forms of symmetry, manifested in the relationship between its principles, the laws of nature and natural phenomena. The principles of symmetry set the structure to areas of the laws of nature and natural phenomena, which, in turn, in the form of cross-cutting lines (according to V. S. Lednev) can determine the content of education. In addition, it justifies the expediency of introducing a special cross-cutting Symmetry line, consisting of a course system – apical elements, supplemented by implicit elements scattered in courses of other cross-cutting lines. Such an approach will eliminate the narrow specialisation in the learning process and avoid fragmentary perception of educational information and the surrounding reality. Practical significance. The research materials presented in the publication can be useful both for scholars and educators, who study the content of education, as well as for practitioners involved in the selection of educational material in the development of educational programmes at various levels.

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Section: обсуждение и заключенияunclassified

Symmetry Principle as a Basis for Integration in Science and Its Value for Education

2019

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A look at the global educational crisis through the lens of experience of the history of science. Part II. The structure of general education content

2021

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Introduction. The first part of this work is devoted to the examination of the scientific knowledge structure as a three-level scheme of its division (the field of phenomena of nature, laws of nature and the field of symmetry principles), wherein each next level provides the previous one with its structure. According to V. S. Lednev’s approach, scientific knowledge is a determinant of the general education content. Therefore, the general education content structure requires to be revised as well. Aim. The aim of the current study is the determination of a needed alteration of the general education structure corresponding to integrative trends, which have been registered in the process of formation of the scientific knowledge new structure.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 and scientific novelty. A new element, specifically “Structure of scientific knowledge (symmetry)” through line, is proposed for introducing into the general education content structure. Its function is the global integration of subject-based through lines of the general education. On this basis, it is possible to optimise the content of education that balances the process of differentiation within scientific knowledge. It allows solving one of the topical issues of the global educational crisis related to the constant growth of the scientific knowledge volume and fragmentation thereof. The present paper takes into consideration that certain features of sporadic formation of such a new element of the education content structure take place. Among them, one can mention the attempts to launch “Concepts of the Modern Natural Science” and “Scientific World View” courses, discussion of possibilities to use synergetics in pedagogy and active discussion of use of the ideas of symmetry within various disciplines – from humanitarian to science, technology, engineering and mathematics (STEM). The perspectives of further development of formulated ideas about the scientific knowledge structure and the general education content structure in light of trends in STEM are also discussed.Practical significance. The ideas about “Structure of scientific knowledge (symmetry)” through line will be utilised for task-oriented revision and re-distributing of the content of subject-based through lines of the general education with the aim of its optimisation, taking into account the highest level of the scientific knowledge integration, which was formed in the course of the evolution thereof.

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NATURAL-SCIENCE EDUCATION: SCIENTIFIC AND RELIGIOUS KNOWLEDGE CORRELATION IN THE VIEW OF A SYMMETRY PRINCIPLE. Ch. 2. Examples of religious content selection in general natural science courses based on the principle of symmetry

Cited by 2 publications

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Symmetry Principle as a Basis for Integration in Science and Its Value for Education

Symmetry Principle as a Basis for Integration in Science and Its Value for Education

A look at the global educational crisis through the lens of experience of the history of science. Part II. The structure of general education content

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