TY - JOUR

T1 - Научная коммуникация и образование будущего учёного. К вопросу о преподавании истории и философии науки в вузе

AU - Shipovalova, Lada V.

PY - 2019/1/1

Y1 - 2019/1/1

N2 - The article aims to legitimate teaching the history and philosophy of science at contemporary Russian university. It assumes to contribute to the answering the questions of what and how should future researchers and science teachers be taught. It attempts to complement the relevant researches with one aspect connected with the communication of scientists as a subject of study and education. The author argues that the theory and practice of communication can be an important element of teaching the history and philosophy of science courses for future researchers. She explains this importance by two reasons. Firstly, the communication of scientists is problematic; secondly, it can be interpreted as a condition for innovative research. The author makes a distinction between professional communication in science and science communication of scientists with other public actors. The main problem of communication between scientists is an ambiguous connection between the goals of these two types of communication. The article answers the following issues: why and how future researchers should be taught the theory and practice of these two types of communication. In the last part of the article the author analyzes the method of teaching and describes three educational strategies: historical critique, philosophical assembling and experience of dialogue. All of them can be an integral part of teaching the history and philosophy of science for future researchers.

AB - The article aims to legitimate teaching the history and philosophy of science at contemporary Russian university. It assumes to contribute to the answering the questions of what and how should future researchers and science teachers be taught. It attempts to complement the relevant researches with one aspect connected with the communication of scientists as a subject of study and education. The author argues that the theory and practice of communication can be an important element of teaching the history and philosophy of science courses for future researchers. She explains this importance by two reasons. Firstly, the communication of scientists is problematic; secondly, it can be interpreted as a condition for innovative research. The author makes a distinction between professional communication in science and science communication of scientists with other public actors. The main problem of communication between scientists is an ambiguous connection between the goals of these two types of communication. The article answers the following issues: why and how future researchers should be taught the theory and practice of these two types of communication. In the last part of the article the author analyzes the method of teaching and describes three educational strategies: historical critique, philosophical assembling and experience of dialogue. All of them can be an integral part of teaching the history and philosophy of science for future researchers.

KW - Dialogue

KW - Historical critique

KW - History and philosophy of science course

KW - Philosophical assembling strategy

KW - Professional communication in science

KW - Science communication

UR - http://www.scopus.com/inward/record.url?scp=85071727085&partnerID=8YFLogxK

U2 - 10.31992/0869-3617-2019-28-6-115-127

DO - 10.31992/0869-3617-2019-28-6-115-127

M3 - статья

AN - SCOPUS:85071727085

VL - 28

SP - 115

EP - 127

JO - ВЫСШЕЕ ОБРАЗОВАНИЕ В РОССИИ

JF - ВЫСШЕЕ ОБРАЗОВАНИЕ В РОССИИ

SN - 0869-3617

IS - 6

ER -