The practice oriented approach in postgraduate education

Adri­an M. Bekarev
Lobachevsky State Uni­ver­si­ty of Nizh­ni Nov­gorod

Gali­na S. Pak
Lobachevsky State Uni­ver­si­ty of Nizh­ni Nov­gorod

The prac­tice ori­ent­ed approach in post­grad­u­ate edu­ca­tion

Abstract. The prac­tice-ori­ent­ed approach implies a shift in empha­sis from objec­tive knowl­edge to oper­a­tional knowl­edge. The focus is on a tran­si­tion from depict­ing ways to obtain knowl­edge to acquir­ing them, from estab­lished knowl­edge to knowl­edge of igno­rance. The for­ma­tion of oper­a­tional knowl­edge involves the use of tech­nolo­gies that answer the nav­i­ga­tion­al mod­el in edu­ca­tion. The arti­cle aims to enun­ci­ate the philo­soph­i­cal basis of the prac­tice-ori­ent­ed approach in edu­ca­tion and sub­stan­ti­ate its effi­cien­cy for the course on the His­to­ry and Phi­los­o­phy of Sci­ence in post­grad­u­ate stud­ies, refer­ring to the ideas of the Russ­ian philoso­pher Nina I. Mar­tishi­na. Philo­soph­i­cal reflec­tion as a uni­ver­sal intel­lec­tu­al oper­a­tion sug­gests ana­lyz­ing the three lev­els of objec­tive real­i­ty of sci­ence, depict­ed by the Russ­ian philoso­pher Mikhail B. Sapunov.
The results of the study. Philo­soph­i­cal knowl­edge, pre­sent­ed in the form of intel­lec­tu­al oper­a­tions, becomes avail­able for prac­ti­cal use, and the three lev­els of philo­soph­i­cal reflec­tion on the objec­tive real­i­ty of sci­ence sub­stan­ti­ate the uni­ty of the three aspects of the exis­tence of sci­ence. Oper­a­tional knowl­edge bases on using the nav­i­ga­tion (or net­work mod­el in edu­ca­tion.
Dis­cus­sions and con­clu­sions. The results of the study give the basis for sug­gest­ing the “nav­i­ga-tion­al” mod­el (Sergei A. Smirnov’s con­cept), or net­work mod­el of edu­ca­tion. The authors sug­gest two cas­es using a prac­tice-ori­ent­ed approach in the teach­ing of the His­to­ry and Phi­los­o­phy of Sci­ence.

Key­words: reflec­tion, lev­els of philo­soph­i­cal reflec­tion, oper­a­tional char­ac­ter of knowl­edge, edu­ca­tion mod­els, nav­i­ga­tion­al mod­el of edu­ca­tion, dia­logue, knowl­edge about igno­rance, self-seek­ing sub­ject

DOI: 10.5840/dspl20192226

Ref­er­ences:

  1. Boguslavskii, M.V., Neborskii, Y.V. Devel­op­ment of the Uni­ver­si­ty Edu­ca­tion in the Con­text of Glob­al­iza­tion, in SHS Web Con­fer­ences. 2016. Vol. 29. 2016 Inter­na­tion­al Con­fer­ence “Edu­ca­tion Envi­ron­ment for the Infor­ma­tion Age” (EEIA-2016) (Moscow, June 6–7). DOI: 10.1051/shsconf/20162901011 (accessed on Jan­u­ary 20, 2019).
  2. Bozhkov, O.B. Pony­atiya povsed­nevnos­ti i prak­tik: k utochneniyu sot­si­o­logich­esko­go smys­la [Every­day Life and Prac­tices: Towards Clar­i­fi­ca­tion of the Soci­o­log­i­cal Sense of Notions], Sot­si­o­logich­eskiy zhur­nal / Soci­o­log­i­cal Jour­nal, 2014, vol. 20, no. 4, pp. 133–154. DOI: 10.19181/socjour.2014.20.4.242. (In Russ­ian)
  3. Bridg­man, P. Reflec­tions of a Physi­cist. New York: Philo­soph­i­cal Library, 1955. XII. 392 pp.
  4. Colling­wood, R.G. Ideya istorii. Avto­bi­ografiya [The Idea of His­to­ry. An Auto­bi­og­ra­phy] / transl. from Eng­lish and com­ments by Yu.A. Aseyev. Moscow: Nau­ka, 1980. 485 pp. (In Russ­ian)
  5. Dinaburg, S.V. Prob­le­ma kontsep­tu­al­izat­sii fenom­e­na prak­ti­ki v kon­tek­ste trans­dist­si­pli­narnykh strate­giy post­neklas­sich­eskoy nau­ki [The Prob­lem of Con­cep­tu­al­iz­ing the Phe­nom­e­non of Prac­tice in the Con­text of Trans­dis­ci­pli­nary Strate­gies of Post-non-clas­si­cal Sci­ence], Vest­nik Permsko­go uni­ver­site­ta. Filosofiya. Psikhologiya. Sot­si­ologiya / The Jour­nal Perm Uni­ver­si­ty Her­ald. Series “Phi­los­o­phy. Psy­chol­o­gy. Soci­ol­o­gy”, 2018, iss. 4, pp.496–507. DOI: 10.17072/2078–7898/2018–4-496–507. (In Russ­ian)
  6. Fou­cault, M. Istoriya bezu­miya v klas­sich­eskuyu epokhu [Mad­ness and Civ­i­liza­tion: A His­to­ry of Insan­i­ty in the Age of Rea­son (French: Folie et Derai­son: His­toire de la folie a l’age clas­sique)] / transl. from French by I. Staf. Saint Peters­burg: Uni­ver­sitet­skaya kni­ga Publ., 1997. 576 pp. (In Russ­ian)
  7. Kant, I. Kri­ti­ka chis­to­go razu­ma [Cri­tique of Pure Rea­son (Ger­man: Kri­tik der reinen Ver­nun­ft)] / transl. from Ger­man. Sim­fer­opol: Renome, 1998. 528 pp. (In Russ­ian)
  8. Leshke­vich, T.G. Filosofiya nau­ki [The Phi­los­o­phy of Sci­ence]: Tuto­r­i­al. Moscow: INFRA Publ., 2008. 272 pp. (In Russ­ian)
  9. Macov­ec, G. Trends in High­er Edu­ca­tion and Library Con­sor­tia, Jour­nal of Library Admin­is­tra­tion, 2017, vol. 57, iss. 5, pp. 577–584.
  10. Man­son, P. Lod­ka na alleyakh par­ka: Vve­deniye v sot­si­ologiyu [The Boat in the Park: Intro­duc­tion to Soci­etal Stud­ies] / transl. from Swedish. Moscow: Ves mir, 1994. 96 pp. (In Russ­ian)
  11. Mar­tishi­na, N.I. Teoriya poz­naniya kak prik­lad­naya dist­si­plina, a takzhe o voz­mozh­nos­ti eye prak­tich­es­ki oriyen­tirovanno­go pre­po­da­vaniya [The­o­ry of Knowl­edge as an Applied Dis­ci­pline, as well as the Pos­si­bil­i­ty of Its Prac­ti­cal­ly Ori­ent­ed Teach­ing], Epistemology&Philosophy of Sci­ence. Epis­te­mologiya i filosofiya nau­ki, 2008, vol. 17, no. 3, pp. 92–108. (In Russ­ian)
  12. Mar­tishi­na, N.I. Filosofiya nau­ki v inzhen­er­nom vuze: prak­tikooriyen­tirovan­nyy pod­khod [Phi­los­o­phy of Sci­ence in an Engi­neer­ing Uni­ver­si­ty: a Prac­ti­cal-Ori­ent­ed Approach], Vyssh­eye obra­zo­vaniye v Rossii, 2013, no.10, pp. 151–156. (In Russ­ian)
  13. Pivo­varov, D.V. Oper­at­sion­al­izm in Sovre­men­nyy filosof­skiy slo­var / ed. by V.E. Kemerov; 2nd ed. Lon­don, Frank­furt am Main, Paris, Lux­em­bourg, Moscow, Min­sk: Pan­print Publ, 1998, pp. 609–612. (In Russ­ian)
  14. Porus, V.N. Filosofiya dlya aspi­ran­tov: porog vykho­da ili vkho­da? [Phi­los­o­phy for Post­grad­u­ate Stu­dents: The Thresh­old of Exit or Entry?], Vysshee Obra­zo­vanie v Rossii / High­er Edu­ca­tion in Rus­sia, 2007, no. 7, pp. 156–157.
  15. Rozin, V.M. Anal­iz realno­go poz­naniya kak usloviye sny­atiya spo­ra kon­struk­tivis­tov i real­is­tov [An Analy­sis of the Real Cog­ni­tion as a Con­di­tion for the Resolv­ing the Con­tro­ver­sy between Con­struc­tivists and Real­ists], Epistemology&Philosophy of Sci­ence. Epis­te­mologiya i filosofiya nau­ki, 2015, vol. 45, no. 3, pp. 65–79. (In Russ­ian)
  16. Sapunov, M.B. O prob­leme real­nos­ti v istorii i filosofii nau­ki [To the Prob­lem of Real­i­ty in His­to­ry and Phi­los­o­phy of Sci­ence], Vysshee Obra­zo­vanie v Rossii / High­er Edu­ca­tion in Rus­sia, 2012, no. 2, pp. 147–155. (In Russ­ian)
  17. Smirnov, S.A. Prak­tikuye­myye mod­eli sot­sial­no-guman­i­tarnogo obra­zo­vaniya [Prac­ticed Mod­els of Edu­ca­tion in the Social Sci­ences and Human­i­ties], in: Pre­po­da­vaniye sot­sial­no-guman­i­tarnykh dist­si­plin v vuza­kh Rossii [Teach­ing of the Social Sci­ences and Human­i­ties in Russ­ian Uni­ver­si­ties]: Ana­lyt­i­cal report / ed. by L.G. Ion­i­na. Moscow: Logos Publ., 2003. 660 pp. (In Russ­ian)
  18. Smirnov, S.A. Che­lovek perekho­da [The Per­son of Tran­si­tion]: A Col­lec­tion of Aca­d­e­m­ic Papers. Novosi­birsk, NSUEA Publ., 2005. pp. 1336-157. (In Russ­ian)
  19. Stru­gatsky, A.N. Ponedel­nik nachi­nayet­sya v sub­bo­tu (skaz­ka dlya nauch­nykh rabot­nikov mlad­shego vozras­ta) [Mon­day Begins on Sat­ur­day] / A. Stru­gatsky, B. Stru­gatsky. Moscow: AST Publ., 2016. 320 pp. (In Russ­ian)

Comments are closed.