Scientific journal
European Journal of Natural History
ISSN 2073-4972

METHODOLOGICAL UNITY OF SCIENTIFIC PERCEPTION AND HUMANISTIC PHILOSOPHY OF EDUCATION

Kuznetsova A.Ya.
Starting with the end of XIX century research workers has been paying more and more attention to the ways and methods of scientific mentality. From that time the intensification of natural science reflectivity, which ended with a revolutionary methodology change and forth - with science paradigms´ change, has been observed. Reflection of scientific cognition methods in natural science of XX century manifested and proved itself to be a creative and revolutionary mentality mechanism. From then forward progressive methodology principles of natural science became the foundation of humanistic philosophy of education. Natural science of the first third of XX century became the field of intellectual progress, achievements of which are expected to be developed by the society and other fields of science and education. In philosophy that period is marked with confirmation of unclassical objectivism.

At the same time dehumanization of scientific perception manifested itself. And it resulted in the fact that a research worker, separating himself from the nature fully, observes it from aside, thinking that the nature "doesn´t notice" him and behaves as if there is no him at all. But such suspension of perception from reality slowed down the cognitive process. Its further development required attention to the subject of the research. At the beginning of XX century progressive scientific research required from the scientists to include that method, by means of which the cognition is carried out, into the content of cognition. Studying, understanding methods of thinking brought the scientists closer to realizing the fact that knowledge, as well as knowledge got by experimental and theoretical science, contain the properties not only of the reality studied, but also those of the researcher himself.

The modern process of involving methodology into the content of education is associated with apprehension of thinking methods as well. By methodology not only the apprehension of cognitive methods is meant, but also the philosophic understanding of theoretical foundations of science. In this connection there appears the need in methodological reflection. Methodological approach in education turns to be necessary not only as the highest level of theory apprehension, but also as the way of self-cogitation. At present the scientific value of methodology increases. Processes referring to methodological revolution are taking place in science. Recessionary phenomena in educational practice result in the urgency of deep methodological understanding of these phenomena. Enhancement of attention to the methodological educational problems´ reflection is becoming an essential condition of education philosophy development.

Science methodology reflection leads to changing paradigms and has a revolutionary, and thus, creative character. Hence it appears that the reflection of methodology presets a humanistic character to the period of scientific paradigms´ interchange. If methodology as a science of methods shows the way to knowing the truth, then in humanistic education philosophy methodology sows the way to self-knowing and self-development. Addressing to methodological reflection in science is conditioned by identification of education humanization peculiarities. Humanization of education of a human-being belonging to modern civilization is controlled by the intellect, the defining capability of which at the beginning of XX century became the reflectivity. Methodological reflectivity represents the highest level of intellectual reflectivity.

Modern science methodology reflectivity is aimed at including a human-being and historically developing society into the subject of its research. Understanding methods and ways of thinking in research, reflectivity enhancement, widening of application sphere of philosophic approaches, are illustrative of the theory of education during the period of a paradigm shift; that witnesses its inner readiness for the paradigm shift.


The article is admitted to the International Scientific Conference «Current problems of science and education», Cuba (Varadero), 2007, March 20-30; came to the editorial office on 07.02.07