по
Philosophical Thought
12+
Journal Menu
> Issues > Rubrics > About journal > Authors > About the journal > Requirements for publication > Editorial collegium > List of peer reviewers > Review procedure > Policy of publication. Aims & Scope. > Article retraction > Ethics > Legal information > Editorial board
Journals in science databases
About the Journal

MAIN PAGE > Journal "Philosophical Thought" > Rubric "Philosophy of science and education"
Philosophy of science and education
Beregovaya O.A. - Analytical philosophy of education: a short overview pp. 51-58

DOI:
10.25136/2409-8728.2018.3.22288

Abstract: The subject of this research is the analytical tradition of the philosophy of education, which is based on the analytical tradition in philosophy in the spirit of logical positivism as the language analysis leaning on the logics. It forms a set of ideas aimed at the pragmatic analysis of expressions of the natural language, identifying of the rules of their application in life, norms of functioning of the language, its various forms in contexts of non-scientific areas of culture – in everyday life, politics, art, education, etc. The starting works became “The Language of Education” by Israel Scheffler (1960, United States) and “Ethics and Education” by R. S. Peters (1966, Great Britain). The article represents a review of this direction in the context of its disciplinary and institutional establishment and evolution in the United States and Great Britain since the middle of the XX century. The author analyzes the periods of development of the philosophy of education and their peculiarities, and underlines the origination of reception of the analytical tradition of the philosophy of education, an attempt of its comparison with other postmodern trends, as well as progressing transformation into the post-analytical philosophy. Reference of the analytical philosophy to the relevant questions of modernity disputes the established stereotype as a conservative and purely academic discipline that is artificially isolated from the social and cultural life.
Markovtseva O.Y., Borodina N.V., Leontieva L.S. - Metaphysics of pedagogical technologies in the Medieval era (on the example of Chartres school) pp. 86-94

DOI:
10.7256/2409-8728.2017.1.21671

Abstract:  This article describes the relevance of metaphysical problematic of specificity of pedagogical technologies on the example of Chartres school. Specialization of the set by this research goals and tasks forms the phenomenological area of the object and subject of this work – the metaphysics of educational technologies. They manifest in certain, but constantly relevant innovational historical circumstances. The scientific strategy of description of metaphysical integrity pertains to the development and changes in pedagogical alongside general cultural policy of the society. In the innovational work of Chartres educational center, we can observe the utmost manifestation of such policy. The article describes the specificity of these innovations, as well as metaphysical conditions for their institutionalization. The created methodological-thematic and structural-subject area is heuristic to the structured upon its foundation model of explication and depiction of the metaphysical and pedagogical experience of Chartres school. The conclusions attained during the course of implementation of the research strategies of the authors are diverse. Let us highlight the key one, which is general in content of the work: in Medieval era, the theological-metaphysical conditions of formation of the pedagogical-technological experience did not allow combining the theoretical and practical areas of their pedagogical culture into the integral structure; it happened later. However, Chartres educational center was able to realize such convergence.  
Iashin B.L. - Ethnomathematics and ethnologic pp. 119-130

DOI:
10.7256/2409-8728.2017.3.22190

Abstract: The subject of this research is the problem of universality (singularity) and uniqueness (plurality) of the “first” or “experienced” mathematics and ordinary logic of reasoning. The article discusses the possibility of application of the sociocultural approach that efficiently functions in ethnomathematics, studying of the logical reasoning within the historical context. The author demonstrates that in modern history and philosophy of mathematics, there are two opposing points of view: supporters of the first one substantiate the singularity, universality of the “first” or “experienced” mathematics, while supporters of the second uphold the idea of plurality of mathematics, explained by the impact of sociocultural factors upon its development. It is underlined, that at present time, a similar situation can be noticed with regards to the problem of universality of the logic of reasoning. The scientific novelty consists on presentation of comparative analysis of the two opposing points of view pertaining to the universality/plurality of the logic of reasoning if compared with the analogous circumstances in mathematics. The following conclusions are made: 1) the question of universality, i.e. singularity for the entire population of the Earth, or uniqueness, plurality, close interconnection of the logic of ordinary reasoning (as the “first mathematics” with the culture that it emerges within and produces significant impact, remains relevant for the modern science and philosophy; 2) such question in many way correlates with the problem of occurrence of the abstract reasoning, as well as reasoning in general; 3) it would be appropriate at present stage to introduce the notion of “ethnologic” for assigning the area of research that examine the role of sociocultural factors in establishment of the ordinary logic in historical development.
Rozin V.M. - Self-Determination and Opposition as a Way of Life in a Modern World pp. 142-182

DOI:
10.7256/2306-0174.2013.10.382

Abstract: The article discusses the opposition between the teaching community and reformers of the Russian system of education. From the point of view of the former, we are now having the destruction of schol and degradation of the system of education. According to the latter, the system of education is not degradating but being reformed. In this regard, the author of the article analyzes the current situation and shows that the institution of education, in fact, consists of the three different institutions: traditional education aimed at formation of a well-educated person and specialist, a new institution of education (the author calls it 'limited liability education') aimed at providing educational services, diplomas and other social symbols rather than training specialists (including so called educative simulacrums), and a new 'additional' institution providing the second and the third educational degree. The latter includes 'business education' and a whole range of new forms of education. The author also explains the difference between 'personal actions' and 'social actions' and offers a definition of the 'leading type of sociality' and 'general conditions'. The final part of the article is devoted to the opposition itself and possible behaviour of individuals based on the aforesaid differences and definition of the term 'society' as well as discussions with V. Belyaev. 
Borisov S.V. - Introduction or Birth of Classical Science pp. 190-230

DOI:
10.7256/2306-0174.2013.2.289

Abstract: The article 'Introduction or Birth of Classical Science' is the first publication in the series of articles 'Symphony of Science or Science Through the Eyes of Philosophers'. The present article is a sympophonic absorbption in the external and internal polemics regarding the main interpretations of classical science and its scope of problems. Many contradictions and conflicts faced by the modern society derive from blind belief in scientific progress. The social institution of science itself has turned into a series of rituals long ago. This creates numerious illusions about science and its scope of problems and forms an uncritical attitude to the process and outcome of scientific research. The article is written in the form of a dialogue which allows to transform the 'internal' scientific polemics into 'external'. This method also allows to define many contradictions and dramatic moments in scientific development and to see the 'other side' of it behind the beautiful and pretentious facade. 
Przhilenskiy V.I. - Philosophy as Research Programm: Between Epistemology and History of Science pp. 205-228

DOI:
10.7256/2306-0174.2013.3.267

Abstract: The given article analyses the disciplinary status of Philosophy of Science as the science from the point of it’s regarding to Epistemology. The author of the arti-cle examines the supporter’s arguments according to the including Philosophy of Science into Epistemology as an essential part. The idea of Philosophy of Science and Epistemology examining as two close sciences in methodological and disci-pline meaning, between which there should not be any essential distinctions, is criticizing in this article. The position according to which Philosophy of Science originates from the definite stage of the science development appears as the historical and critical alternative for epistemological projecting of the science development.
Borisov S.V. - Scherzo or Science and Mind pp. 212-332

DOI:
10.7256/2306-0174.2013.9.5105

Abstract: The article 'Scherzo or Science and Mind' is the forth publication of the series 'Symphony of Science or Science Through the Eyes of Philosophers'. The present article is a sympophonic absorbption in the external and internal polemics regarding the main interpretations of classical science and its scope of problems. Many contradictions and conflicts faced by the modern society derive from blind belief in scientific progress. The social institution of science itself has turned into a series of rituals long ago. This creates numerious illusions about science and its scope of problems and forms an uncritical attitude to the process and outcome of scientific research. The article is written in the form of a dialogue which allows to transform the 'internal' scientific polemics into 'external'. This method also allows to define many contradictions and dramatic moments in scientific development and to see the 'other side' of it behind the beautiful and pretentious facade. 
Bazaluk O.A. - Modern understanding of philosophy of education pp. 248-271

DOI:
10.7256/2409-8728.2015.4.15321

Abstract: The subject of the research is the philosophy of education and its reflection on the educational process. Based on the analysis of predecessors’ works the author presented the new structure of the philosophy of education which enriches the understanding of its subject, targets and methods of research.The author presented the philosophy of education as a pyramid, the base of which are generalizing the situation of man as a subject and object of research accumulated in the philosophical anthropology. The first level of the pyramid takes psychology as a science which studies the origin, development and functioning of the psyche. Pedagogy crowns the “pyramid”.The author used the dialectical, system-structural, structural-functional method, as well as methods of comparison, analysis and synthesis.The main conclusion of the study is to prove that the philosophy of education in their new understanding is not only a theoretical understanding of basics and demonstrations of the educational process, but also a practice, the direct embodiment of the theoretical developments in the education in the everyday life. Using historical and philosophical analysis, the author shows that the philosophy of education does not just depend on the state of social philosophy (and philosophy in general), but also through its methodological apparatus it realizes the established philosophical (ideological) paradigm in the different pedagogical practices.
Gryaznova E.V. - The Subject of Philosophy of Science pp. 514-529

DOI:
10.7256/2306-0174.2013.6.440

Abstract: The article presents materials for giving a lecture 'The Subject of Philosophy of Science' as a part of the course 'History and Philosophy of Science' for post-graduate students. It is suggested that the lecture should be started with discussing the status of science in modern Russia. The article contains statistical data and graphs for carrying out such a discussion. Such approach would allow post-graduate students to understand the purpose of the course and what the course may give to the future generation of scientists. The lecture is a part of the following range of topics:1. Philosophy of science and its status. 1.1. The Subject of philosophy of science1.2. Scientific method of philosophy of science. 1.3. Categories of philosophy of science. 1. 4. Patterns of philosophy of science. 1. 5. Basic modern concepts of philosophy of science. The article contains basic information and can be adjusted for any major or speciality.
Smirnova G.E. - Socio-Cultural Area Studies: Concerning the Problem of Method pp. 530-544

DOI:
10.7256/2306-0174.2013.6.645

Abstract: A typical tendency in science of XX century was the integration of scientific knowledge which was particularly reflected in interaction between sciences, exchange of methods and development of an  interdisciplinary approach to scientific research. As a consequence, different branches and majors have been generalized within one scientific discipline. A good example is socio-cultural area studies which has been formed as a natural result of developing area studies. One of the most important goals related to implementation of socio-cultural area studies into the system of scientific knowledge is to develop the theory of this branch of science, including research methods and tecnniques. The given article is particularly devoted to developing and implementing the method of comparative analysis in socio-cultura area studies. Based on a concrete example , i.e. analysis of the term 'motherland' in Russia and Great Britain, because this term plays an important role in mentality of any nation and serves as one of the most important self-identification tools, the author shows opportunities and prospects of using comparative studies as a research method. 
Other our sites:
Official Website of NOTA BENE / Aurora Group s.r.o.
"History Illustrated" Website