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ARCHITECTURE AND URBAN DEVELOPMENT. RESTRUCTURING AND RESTORATION

SCIENTIFIC STUDY OF NATURE AND SCIENTIFIC STUDY OF CULTURE: INTE-GRATION TREND, PRACTICAL VALUE

Vestnik MGSU 3/2017 Volume 12
  • Fokina Zoya Titovna - Moscow State University of Civil Engineering (National Research University) (MGSU) Candidate of Philosophy Sciences, Associate Professor, Department of History and Philosophy, Moscow State University of Civil Engineering (National Research University) (MGSU), 26 Yaroslavskoe shosse, Moscow, 123937, Russian Federation.

Pages 293-303

This article deals with a topic of interest : studying the expanding and deepening trend of integration of natural, technical, social and humanities fields of scientific knowledge. The point of absolute opposition between the sciences dealing with nature and those dealing with culture is subjected to criticism, the forms of integration of scientific knowledge are identified: mathematization, formalization, computerization of knowledge; philosophization/dialectization and environmentalization of the scientific knowledge. It is noted that such areas of scientific knowledge as synergetics, cybernetics, system theory, information technology, sociosynergetics, historical informatics, cliometrics, informatics for economics, evolutionary economics, human ecology, etc. Many scientific fields appear on the border between the science, technology and mathematics, and social and humanities studies, while the sharp borders between the natural sciences and cultural sciences tend to disappear, although specifics of studying the social reality still exists. Within the context of integration of sciences, comprehensive approach, synergetics, cybernetics, and mathematical model approach are analyzed. The philosophy of technology, and environmental problems, which are caused by the development of technological civilization, are studied. Practical value of integration processes in science is identified. The studied data is addressed to the specialists who are interested in the modern processes of integration of sciences, and modern issues of scientific and technical development of humanity, survival of humanity under the conditions of increasing technological understanding of the nature.

DOI: 10.22227/1997-0935.2017.3.293-303

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SCIENTIFIC RATIONALITY: ESSENCE, TYPES, TREND FOR INTEGRATION, PRACTICAL SIGNIFICANCE

Vestnik MGSU 6/2012
  • Fokina Zoya Titovna - Moscow State University of Civil Engineering (MGSU) Candidate of Philosophical Sciences, Associate Professor, Department of Philosophy, Moscow State University of Civil Engineering (MGSU), 26 Yaroslavskoe shosse, Moscow, 129337, Russian Federation; This e-mail address is being protected from spambots. You need JavaScript enabled to view it .

Pages 142 - 149

The article covers the problem of particular importance for the contemporary science, that is, scientific rationality, which may be considered under-investigated. In the literature, the issue of sequence of historical types of scientific rationality is analyzed in detail. It breaks down into classical, non-classical, post-non-classical scientific rationality. However, within the framework of the philosophy of science, little attention is paid to the analysis of various types of scientific rationality, including the logical/mathematical, natural scientific, engineering/technical, and social/humanitarian rationality.
Though dozens of academic papers and books cover the issues of logic, mathematics, physics, engineering and technology, social sciences and humanities, general philosophy-related papers lack any essential description of the said four types of scientific rationality, their comparative analysis, and interrelation between them.
In the article, the essence of the logical/mathematical, natural scientific, engineering/technical, and social/humanitarian rationality is demonstrated; their methods, objectives and results are compared; their interaction is accentuated.
In the article, non-scientific and scientific types of philosophical rationality are identified (the former performs the functions of vision rather than gnoseological functions, it includes religious philosophy, existentialism, Nietzsche's philosophy, etc.). The reasons specified in the article substantiate the need to introduce the concept of philosophical-scientific type of rationality associated with the elaboration of issues of logic and methodology of scientific cognition, that are covered in the works of Aristotle, Bacon, Descartes, Hegel, Popper and other philosophers.
It is proven that in the time of substantial advancement of contemporary technology, incorporation of humanitarian values into the domain of natural and engineering sciences and formulation of the issue of ecological and ethical examination of engineering projects will prevent a global ecological catastrophe and collapse of the civilization.

DOI: 10.22227/1997-0935.2012.6.142 - 149

References
  1. Stiopin V.S. Teoreticheskoe znanie [Theoretical Knowledge]. Moscow, 2003, 743 ð.
  2. Kun T. Struktura nauchnykh revolyutsiy [Structure of Scientific Revolutions]. Moscow, 2003, p. 23—25, 34—35, 238.
  3. Shpengler O. Zakat Zapadnogo mira [Decline of the Western World]. Moscow, 2010, p. 13.

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Influence of philosophy of science onto formation of scientific views of postgraduate students

Vestnik MGSU 9/2012
  • Pamyatusheva Viktoriya Viktorovna - Moscow State Academy of Municipal Economy and Construction (MGAKHIS) Candidate of Philosophical Sciences, Associated Professor, Moscow State Academy of Municipal Economy and Construction (MGAKHIS), 30 Srednyaya Kalitnikovskaya St., Moscow, 109029, Russian Federation; This e-mail address is being protected from spambots. You need JavaScript enabled to view it .

Pages 264 - 271

The present-day Russian society is undergoing profound structural social and cultural transformations.
The existence of the Russian society and the relevance of problems of science and
education are playing a key role in the present-day social and economic environment. A high level
of skills acts as the main source of material prosperity and advancement of the Russian science
and culture.
This level is attainable through the involvement of universities and the professional education
that they provide, namely, professional training at universities. Undoubtedly, it is necessary to
improve the quality of teaching and science management at undergraduate and graduate levels.
In addition, there is a pressing need to develop and to implement a youth research policy and to
consider the problems of youth within its framework. Third, there is a need to decide on the postponement
of the army service for full-time students and postgraduates. Fourth, there is a need to
reconsider the remuneration.
The research work of graduate students in a specialized field of knowledge is based on the
foundation of general knowledge, including the philosophy of science. The study of philosophy and
philosophy of science facilitates the development of skills of young researchers and their heuristic
thinking. Researchers specializing in the philosophy of science should focus on the new areas in
their research and generate a new vision of their own problems to refocus the mode of thinking of a
young scientist. Currently, besides the growing complexity of the post-graduate research that serves
as the reason for (i) the growing need for its information support, (ii) its longer duration, and (iii)
the need for sophisticated process equipment required for experimental studies, profound changes
in the relationship between theoretical and applied knowledge and domination of the former are
underway. The centre of gravity is transferred into the sphere of the sciences of man and society.
Whoever believes that his or her objective is to to link their lives with the science of the XXI
century, whoever thinks about developing new technologies, increasing the production rate and
the economic well-being of our society as a whole, must, above all, understand that he or she is
dependent not only on the laws of the market, but on the will to live a life the main value of which is
a harmonious development of a personality, human rights, social stability, and education rather that
the profit generation.

DOI: 10.22227/1997-0935.2012.9.264 - 271

References
  1. Toynbee A.J. Issledovanie istorii [The Research of History]. Moscow, 2006, Oleg Abyshko Publ., 2006.
  2. Zakharov V.E. Chto i kak nado spasat’ v rossiyskoy nauke [What Is to Be Saved in the Russian Science and How It Should Be Done]. Nezavisimaya gazeta [Independent Newspaper]. Available at: http://www.ng.ru/science/2010-01-13/12_ran.html. Date of access: 03.07.12.
  3. Balabanov S.S., Bednyy B.I., Kozlov E.V., Maksimov G.A. Mnogomernaya tipologiya aspirantov [Multi-dimensional Typology of Postgraduates]. Sotsiologicheskiy zhurnal [Journal of Sociology]. 2003, no. 3, pp. 147—160.
  4. Rakitov A.I. Budushchee natsii: nauka, tekhnologiya, obrazovanie — reshayushchiy faktor blagosostoyaniya i sotsial’no-ekonomicheskogo razvitiya Rossii [The Future of the Nation: Science, Technology, Education as Decisive Factors of Prosperity, Social and Economic Development of Russia]. Available at: http://istina.inion.ru/html/rak1.html. Date of access: 03.07.2012.
  5. Rogov S.M. Rossiya dolzhna stat’ nauchnoy sverkhderzhavoy [Russia Is to Become a Scientific Superpower]. Vestnik Rossiyskoy akademii nauk [Bulletin of the Russian Academy of Sciences]. 2010, no. 7, pp. 579—590.
  6. Nalivayko N.V., Panarin V.I., Parshikov V.I. Global’nye i regional’nye tendentsii razvitiya otechestvennogo obrazovaniya (sotsial’no-filosofskiy analiz) [Global and Regional Trends in the Development of Education (Social and Philosophical Analysis)]. Novosibirsk, SO RAN Publ., 2010.
  7. Porus V.N. Filosofi ya nauki dlya aspirantov: experimentum crucis [The Philosophy of Science for Post-graduate Students: Experimentum Crucis]. Mysl’ Publ., 2008, no. 7, pp. 9—22.
  8. Zobov V.N. Filosofi ya nauki: problemy i perspektivy [Philosophy of Science: Problems and Prospects]. Filosofi ya i nauka: al’manakh po filosofi i obrazovaniya, evristike, metodologii i metodike prepodavaniya sotsial’no-gumanitarnykh distsiplin [Philosophy and Science: Collected Works in the Philosophy of Education, Heuristics, Methodology and Methods of Teaching Social and Humanitarian Disciplines]. St. Petersburg, SPGU Publ., 2006.
  9. Habermas J.H. Filosofiya kak «mestoblyustitel’» i «interpretator». Moral’noe soznanie i kommunikativnoe deystvie [Philosophy as a «Locum Tenens» and «Interpreter». Moral Consciousness and Communicative Action]. St. Petersburg, 2000, pp. 8—9.
  10. Mamzin A.S. Kak prepodavat’ filosofiyu nauki aspirantam spetsial’nykh fakul’tetov [How to Teach Philosophy of Science to Post-graduate Students of Specialized Departments]. Filosofiya i nauka: al’manakh po filosofii obrazovaniya, evristike, metodologii i metodike prepodavaniya sotsial’no-gumanitarnykh distsiplin [Philosophy and Science: Collected Works in the Philosophy of Education, Heuristics, Methodology and Methods of Teaching Social and Humanitarian Disciplines]. St. Petersburg, SPGU Publ., 2006.

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