Domestic experience of interaction between science and education. Comparative analysis of models of interaction between science and higher education: the experience of the USA and the Russian Federation. Publications in editions included in the list of VAK

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Korolchuk, Oksana Igorevna. Interaction of science and education: social and philosophical analysis: dissertation ... Candidate of Philosophical Sciences: 09.00.11 / Korolchuk Oksana Igorevna; [Place of protection: Sib. aerospace. acad. them. acad. M.F. Reshetnev] .- Krasnoyarsk, 2012.- 167 p .: ill. RSL OD, 61 12-9 / 495

Introduction to work

The relevance of research. The choice of the topic of the dissertation research is dictated by the need for a philosophical analysis of the latest processes in the interaction between science and education, transforming into developed social systems under the conditions of a post-industrial society. Being involved in the integration processes of modern society, science and education move to a qualitatively new stage of social interaction. This stage increasingly determines both the prospect of their own evolution and the significant influence of science and education on the direction of development of society as a whole (for example, in the aspect of the deployment of globalization processes, the formation of an innovative space, as well as the transformation of universities into centers of socio-cultural development of society, its intellectual resources).

Education and science in modern conditions cannot develop absolutely independently, independently of each other. They need a synthesis involving the consistent implementation of a complex of integration projects and programs. The best specialists are trained where there is a close relationship between the educational process and research and development work, where there is an opportunity to join the activities of leading research teams, imbued with the atmosphere of scientific research, and take part in the development of large projects. Fundamental scientific achievements, major technical solutions, the latest technologies and developments, original innovative projects appear, as a rule, in those research organizations where training on the experience of the older generation is harmoniously combined with a non-standard approach to the work of the young.

Integration processes continue to be the leading trend in the development of modern science, one of the critical factorsensuring scientific and technological progress. In such a situation, the functioning of education outside the context of science is impossible. From how deeply revealed theoretical basis integration processes depends on the effectiveness and efficiency of the solution of scientific, technical and social urgent problems modernity. That is why a philosophical analysis of the modern specifics of the processes of integration of education and science is required to the same extent as the practical implementation of a set of relevant integration projects.

The degree of elaboration of the problem.

The formation of the general concept of dissertation work was

to some extent defined by works containing ideas and research results related to the disclosure of the modern specifics of the development of educational and scientific systems: study of globalization processes and their impact on the functioning of modern society in the works of A. P. Butenko, V. I. Kudashov, V. M. Mezhuev, L. N. Moskvichev, A. D. Moskovchenko, A. S. Panarin, I. A. Pfanenshtil, A. D. Ursul and others; study crisis features of modern education and science systems in the works of D. Bock, E. V. Bondarevskaya, A. M. Gendin, R. F. Gombrich, Yu. V. Kuznetsov, S. V. Kulnevich, F. G. Coombs, N. V. Nalivaiko, Ya. M. Neymatova, F. Mayor, V. I. Parshikov, B. Readings, I. Sabo, B. G. Saltykov, J. S. Turbovsky, V. N. Filippova, V. E. Fortova, T. A. Khagurov, S. Kheda, N. M. Churinova and others; content-methodological, cognitive aspects in the works of V. A. Dmitrienko, N. A. Knyazev, B. O. Mayer, and others.

The study of the specifics of the modern integration of science and education was carried out on the basis of an analysis of historical traditions that determine the nature and direction of development of both science and education. Ideas that reveal the peculiarities of the domestic educational and scientific tradition, its difference from the Western one, are contained in the works of T.I.Barmashova, A.L. Nikiforov, I.A.Pfanenshtil, N.M. Churinov, etc. Many of these works the ratio of metaphysical and dialectical concepts of science. A. A. Gryakalov, A. N. Dzhurinsky, I. M. Ilyinsky, T. S. Kosenko, L. A. Stepashko investigate traditional for Russia the unity of training and education in educational process. In the works of E.A. Andriyanova, Yu.S. Davydov, L.V.Denisova, G.V. Mayer, S.I. Plaksiy, N.M. Churinov, and others. the ratio of basic values \u200b\u200bin the classical idea of \u200b\u200bthe academy (university).

The issues of integration of education and science are covered in connection with the resolution of problems of various practical nature: economic and innovative (A. N. Avdulov, Yu. V. Ashkerov, A. A. Gordienko, N. L. Dobretsov, V. V. Kozlov, O. A. Latukha, Yu. V. Levitsky, V. I. Lyachin, B . O. Mayer, G. A. Sapozhnikov, N. G. Khokhlov); structural and organizational (L. M. Gokhberg, O. Yu. Grezneva, N. S. Dikansky, V. F. Efimenko, A. Zh. Zhafyarov, S. A. Zapryagaev, V. M. Kondrat'ev, G. V. Mayer, T . N. Petrova, V. A. Sadovnichy and others); social and legal (A. P. Berdashkevich, N. I. Bulaev, A. V. Grishin, T. V. Melnikova, V. I. Murashov, V. A. Tsukerman, A. K. Chernenko and others); globalization (M. G. Delyagin, V. I. Kudashov, A. D. Moskovchenko, I. A. Pfanenshtil, A. D. Ursul, A. N. Chumakov, etc.).

An analysis of the works of the above authors showed that the accumulated theoretical and empirical material, the experience of real social practice in modern conditions of the development of society created the necessary prerequisites and conditions for systemic reflection and the formation of the concept of the studied process of integration of education and science as an independent area of \u200b\u200bresearch. The philosophical development of this direction on the basis of a comprehensive disclosure of certain aspects of the integration of science and education is presented, in particular, in the monograph by E. A. Pushkareva.

The specifics of modern social development, characterized by the growing role of theoretical knowledge, means of communication, information technologies and disclosed in the concepts of "post-industrial society" (D. Bell), "technological society" (J.P. Grant), "programmable society" (A. Touraine), "third wave society", "super-industrial society" (O. Toffler ), "Post-capitalist society" (R. Dahrendorf), etc., actualized the need to refer to works containing: philosophical studies of the content of the information society (M. Castells,

A. M. Leonov, E. Masuda, F. Webster); research knowledge society methodologies (N.I. Gendina, B.O. Mayer, N. Stern); research functions of scientific and educational knowledge in the information society (V. A. Dmitrienko, B. O. Mayer, N. V. Nalivaiko); questions safety of educational space

(V. N. Belousov, A. S. Zapesotsky, S. V. Kamashev); problem research informatization of science and education (K. Kh. Delokarov, K. K. Kolin, V. I. Kudashov, I. V. Melik-Gaikazyan, A. D. Moskovchenko, A. D. Ursul, A. N. Chumakov).

For the dissertation research, the works of the authors highlighting some aspects of the problem of humanization as one of the forms of modern integration of science and education have become important: humanization as a process of reflection of the ideas of humanism in society (A. A. Gritsanov, V. A. Kuvakin, V. A. Meyder and others); methods of humanization in education and science (V. A. Abushenko, V. A. Kozyrev, V. I. Parshikov, T. E. Solodova, N. P. Chupakhin and others); functions of education in the formation of a humanistic worldview (M. V. Arapov, T. A. Rubantsova, L. A. Stepashko, N. L. Khudyakova and others); problems humanization of the educational process (L. V. Baeva, A. S. Zapesotsky, O. F. Neskriabin, L. S. Sycheva, I. V. Fotieva, S. V. Khomuttsov and others).

Despite a significant number of works related to certain aspects of the problem of integrating science and education, special works devoted to the study of the integration of science and

education in the aspect of the main traditions of philosophical theorizing, no. The noted state of knowledge on the problems of philosophical understanding of the processes of integration of science and education led to the choice of the topic of this dissertation research.

Research object is the interaction of education and science as social phenomena.

Research subject is the integration of science and education as social phenomena in the aspect of the two main traditions of philosophical theorizing.

The purpose and objectives of the study. The purpose of the dissertation research is to reveal the integration patterns between science and education from the standpoint of the dialectical and metaphysical (representational) traditions of philosophical theorizing.

This goal is concretized in the formulation of the following tasks:

1. To reveal the social and activity specifics of the interaction of science and education with the modern sphere of social production.

2. Explore the features of the integration of science and education as social institutions in the context of globalization.

3. To reveal the content of the concept of "innovation" in the socio-empirical and socio-philosophical aspects in accordance with the dialectical and metaphysical methodologies of theorizing.

4. Formulate a modern strategy for the integration of science and education in the aspect of philosophical reflection; to show that within each of the two main strategies of theorizing, the logical, theoretical and methodological possibilities of dialectical and metaphysical philosophical and methodological approaches are most fully revealed in relation to the analysis of the integration of science and education.

5. Analyze the historical process of the formation of domestic ideas about the interaction of science and education as a prerequisite for their modern integration within the dialectical tradition of theorizing.

6. Determine the features of the modern process of integrating science and education as social institutions in the aspect of the dialectical tradition of theorizing.

7. Determine the features of the modern process of integration of science and education as social institutions in the aspect of the metaphysical (representative) tradition of theorizing.

Methodological basis of dissertation research acts as a dialectical method that allows to identify the relationship of various aspects of the research object in their integrity and variability,

as well as the general, special and individual, which is especially important when conducting a dissertation research, where it is necessary to simultaneously study such diverse objects as education, science and their interaction.

The dissertation research uses the following principles: first, the principle of integrity, which allows you to study the object of research in its internal unity and completeness; secondly, the principle of the identity of opposites, which focuses on the search for internal and external contradictions of the object under study; thirdly, the principle of development, contributing to the study of an object in its dynamics, qualitative variability due to internal and external contradictions.

The scientific novelty of the research is reflected in the following provisions:

1. The socio-activity specificity of the interaction of science and education with the modern sphere of social production is revealed, on the one hand, in the form of their transformation into the most important part of social production itself, and on the other, in the form of transformation of social components from the sphere of social production into the internal organization of science and education.

2. The objective and subjective sides of globalization processes are revealed. The negative influence of strong subjects of globalization in the global scientific and educational space on the sustainability of the cultural and national identity of the countries of the modern world is revealed.

3. It is shown that the socio-empirical approach to understanding innovation is adequate to the metaphysical method, and the socio-philosophical approach to the dialectical method of research.

4. It has been proved that the study of the integration of science and education as social phenomena involves the choice of two main philosophical and methodological strategies - to explore science and education either in the aspect of the dialectical tradition of theorizing, or in the aspect of the metaphysical (representative) tradition of theorizing. It is shown that within the framework of these strategies, the logical, theoretical and methodological essential capabilities of these fundamentally different philosophical and methodological approaches to the integration of science and education are most fully revealed.

5. It is shown that the historical specificity of the integration of domestic science and education in the aspect of the dialectical tradition of theorizing is that the domestic system of education and science

formed on the basis of the Greco-Byzantine and Slavic origins, and the language of science and education was Slavic.

6. It is proved that the specificity of the modern process of integration of science and education in the aspect of the dialectical tradition of theorizing is expressed in the following: first, in the advancement of educational and scientific integration in relation to the process of integrating education with other spheres of society; secondly, in the most optimal achievement of a holistic socio-economic project for the development of society.

7. It has been proved that, in accordance with the metaphysical tradition of theorizing, the modern reality of education is the diversity of various programs, which is a direct consequence of the diversity of science, which is focused on representative knowledge of reality. This presupposes descriptiveness in the study of the phenomena of educational and scientific reality, the separation of their essence and existence from each other, which, in turn, makes it difficult to solve urgent problems of the integration of science and education.

The theoretical significance of the study is to develop the author's version of the socio-philosophical analysis of the integration of science and education. It is shown that within the two main strategies of theorizing - dialectical and metaphysical - the logical, theoretical and methodological possibilities of philosophical and methodological approaches in relation to the analysis of the integration of science and education are most fully revealed.

Practical significance The research is that the theoretical conclusions and practical recommendations contained in the dissertation can be used in the development and reading of university courses on social philosophy, philosophy of education and other disciplines, including topics related to the processes of integration of science and education. In addition, the conclusions obtained in the dissertation can be used to develop recommendations in the field of management of science and education.

Approbation of work.

The main provisions and conclusions of the dissertation are reflected in 12 publications with a total volume of 2.2 pp., Of which 2 publications in journals included in the list of VAK (volume 0.5 pp.). Some results were reflected in the speeches at the All-Russian scientific conference "Problems of development and integration of science,

professional education and law in the global world ”(Krasnoyarsk, 2007); 6th All-Russian Scientific and Technical Conference "University Science - to the Region" (Vologda, 2008); 4th All-Russian Scientific

practical conference "Actual problems of aviation and cosmonautics" (Krasnoyarsk, 2008); international conference "Reshetnev Readings" (Krasnoyarsk, 2008); 2nd All-Russian Scientific

practical conference "Development continuing education"(Krasnoyarsk, 2009); All-Russian scientific and practical conference "Actual problems of the implementation of the modern model of vocational education" (Kemerovo, 2009); international conference "Science and Education: Fundamentals, Technologies, Innovations" (Orenburg, 2010); All-Russian scientific and methodological conference "Innovative integrated system of vocational education: problems and ways of development" (Krasnoyarsk, 2011).

Work structure is determined by the purpose and subject of research, as well as the sequence of solving the tasks. The thesis consists of an introduction, two chapters with six sections, a conclusion and a bibliography of 163 titles.

Work done according to plan basic research Russian Academy of Education 2008-2012
The Laboratory of the Philosophy of Education has carried out a comprehensive study, in which the interaction of pedagogical science and the system of national education in modern conditions determined by globalization is systematically substantiated and disclosed as a controlled process.
The monograph is intended for researchers, heads of educational authorities, teachers of the vocational education system, as well as for training scientific personnel in pedagogical specialties.

Preamble ...... 6 Introduction ...... 15 Chapter One. Modern domestic education as an object and category of philosophical and methodological consideration ...... 31 §1. Philosophical and methodological actualization of the initial series of basic concepts that characterize and determine the changes that have taken place in modern domestic education ...... 32 §2. Substantive adequacy and contextual interdependence of the basic concepts reflecting the state and dynamics of development of national education in the context of globalization ... 38 Chapter Two. Conceptual validity of the possibilities and ways of using the scientific potential of pedagogy and psychology in organic unity ...... 97 §1. Interaction as a unity: pedagogy and psychology ...... 97 §2. Philosophical and methodological substantiation of the solution of complex psychological and pedagogical problems ...... 108 Chapter Three. Anthropological aspects of variable development of education from the standpoint of interaction between pedagogical science and philosophy of education ...... 127 §1. Philosophical and conceptual substantiation of the peculiarities of education as the world of childhood, the criterion basis for the productive interaction of pedagogy and anthropology ... 127 Chapter Four. Modern education: the specifics of functioning and development problems ... 152 Education as a functional system: features of manifestation in various types of society ... 154 Education in the information society: humanitarian problems as a benchmark for development ... 162 Culture as a basis for the use of knowledge and information in their fundamental differences ... 175 Chapter Five. Aesthetization of educational space as a new strategy of interaction between pedagogical science and education ...... 191 §1. From the aesthetic component to the organic design integration of pedagogy and aesthetics in the educational space ...... 191 §2. Systemic characteristics of the aestheticization of the world of education as a continuously forming space ...... 201 §3. The regional component and its reflection in the variable nature of the aestheticization of the educational space of the school ... 212 Chapter Six. Strengthening the common educational space of the commonwealth of independent states from the standpoint of the relationship between pedagogical science and education ...... 232 §1. The pedagogical heritage of domestic teachers as a factor in the development of education in the CIS countries ... 235 §2. Armenia's experience in strengthening the common educational space ... 248 Conclusion ... 254 Literature ... 266

Publisher: "Institute of Effective Technologies" (2012)

As a manuscript

KOROLCHUK OKSANA IGOREVNA

INTERACTION OF SCIENCE AND EDUCATION (SOCIAL AND PHILOSOPHICAL ANALYSIS)

Specialty 09.00.11 - Social philosophy

dissertation for competition academic degree candidate of philosophical sciences

Krasnoyarsk-2012

The work was performed at the Siberian State Aerospace University named after Academician M.F. Reshetnev, Krasnoyarsk

Supervisor:

doctor of Philosophy, Professor Knyazev Nikolay Alekseevich

Official opponents:

Loiko Olga Timofeevna Doctor of Philosophy, Professor of the Department of Cultural Studies and Social Communication of the National Research Tomsk Polytechnic University

Kuznetsova Marina Fedorovna

candidate of Philosophy, Associate Professor of the Department of Philosophy, Siberian Federal University

Leading organization: Altai

state Medical University "Ministry of Health and Social Development of Russia

The defense will take place on May 28, 2012 at 11:00 am at a meeting of the Dissertation Council DM 212.249.01 at the Siberian State Aerospace University named after academician M.F. Reshetnev at the address: 660014, Krasnoyarsk, avenue named after the newspaper Krasnoyarsk Rabochy ", 31, meeting room P-207.

The thesis can be found in the scientific library of the Siberian State Aerospace University named after academician MF Reshetnev (Krasnoyarsk).

dissertation council, KhG O. V. Letunova

phD in Philosophy, Associate Professor -

GENERAL DESCRIPTION OF WORK

Education and the spider in modern conditions cannot develop absolutely independently, independently of each other. They need a synthesis involving the consistent implementation of a complex of integration projects and programs. The best specialists are trained where there is a close relationship of the educational process with research and development work, where there is an opportunity to join the activities of leading research teams, imbued with the atmosphere of scientific research, and take part in the development of large projects. Fundamental scientific achievements, major technical solutions, the latest technologies and developments, original innovative projects appear, as a rule, in those research organizations where training on the experience of the older generation is harmoniously combined with a non-standard approach to the work of the young.

Integration processes continue to be the leading trend in the development of modern science, one of the most important factors ensuring scientific and technological progress. In such a situation, the functioning of education outside the context of science is impossible. The effectiveness and efficiency of solving scientific, technical and social urgent problems of our time depends on how deeply the theoretical foundations of integration processes are revealed. That is why a philosophical analysis of the modern specifics of the processes of integration of education and science is required in the same degree as the practical implementation of a set of relevant integration projects.

The formation of the general concept of dissertation work was

to some extent determined by works containing ideas and research results related to the disclosure of the modern specifics of the development of educational and scientific systems: the study of globalization processes and their impact on the functioning of modern society in the works of A.P. Butenko, V.I. Kudashov, V.M Mezhueva, L. N. Moskvicheva, A. D. Moskovchenko, A. S. Panarin, I. A. Pfanenshtil, A. D. Ursula and others; study of the crisis features of modern education and science systems in the works of D. Bock, E. V. Bondarevskaya, A. M. Gendin, R. F. Gombrich, Yu. V. Kuznetsov, S. V. Kulnevich, F. G. Coombs, N.V. Nalivaiko, I, M. Neymatova, F. Mayora, V.I. Parshikov, B. Readings, I. Sabo, B.G. Saltykov, Ya.S. Turbovsky, V.N. Filippova, V. E. Fortova, T. A. Khagurova, S. Kheda, N. M. Churinova and others; content-methodological, cognitive aspects in the works of V. A. Dmitrienko, N. A. Knyazev, B. O. Mayer and others.

The study of the specifics of the modern integration of science and education was carried out on the basis of an analysis of historical traditions that determine the nature and direction of development of both science and education. Ideas that reveal the peculiarities of the Russian educational and scientific tradition, its difference from the Western one, are contained in the works of T.I.Barmashova, A.L. Nikiforov, I.A.Pfanenshtil, N.M. Churinov, etc. Many of these works investigate the ratio of metaphysical and dialectical concepts of science. In the works of A. A. Gryakalov, A. N. Dzhurinsky, I. M. Ilyinsky, T. S. Kosenko, L. A. Stepashko, the traditional for Russia unity of teaching and upbringing in the educational process is investigated. In the works of E.A. Andriyanova, Yu.S. Davydov, L.V. Denisova, G.V. Mayer, S.I. Plaksiy, N.M. Churinov and others, the correlation of basic values \u200b\u200bin the classical idea of \u200b\u200bthe academy (university ).

The issues of integration of education and science are covered in connection with the solution of problems of various practical nature: economic and innovative (A.N. Avdulov, Yu.V. Ashkerov, A.A.Gordienko, N.L.Dobretsov, V.V. Kozlov, O A. Latukha, Yu. V. Levitsky, V. I. Lyachin, B. O. Mayer, G. A. Sapozhnikov, N. G. Khokhlov); structural and organizational (L. M. Gokhberg, O. Yu. Grezneva, N. S. Dikansky, V. F. Efimenko, A. Zh. Zhafyarov, S. A. Zapryagaev, V. M. Kondrat'ev, G. V. Mayer, T.N. Petrova, V.A. Sadovnichy and others); socio-legal (A. P. Berdashkevich, N. I. Bulaev, A. V. Grishin, T. V. Melnikova, V. I. Murashov, V. A. Tsukerman, A. K. Chernenko, etc.); globalization (M. G. Delyagin, V. I. Kudashov, A. D. Moskovchenko, I. A. Pfapenstil, A. D. Ursul, A. N. Chumakov and DR -) -

The specificity of modern social development, characterized by the increasing role of theoretical knowledge, means of communication, information technology and disclosed in the concepts of "post-industrial society" (D. Bell), "technological society" (J.P. Grant), "programmable society" (A. Touraine ), “Society of the third wave”, “super-industrial society” (O. Toffler), “post-capitalist society” (R. Dahrendorf) and others, actualized the need to refer to works containing: philosophical studies of the content of the information society (M. Castells, A. M. Leonov, E. Masuda, F. Webster); research into the methodology of the knowledge society (N.I. Gendina, B.O. Mayer, N. Stern); research of the functions of scientific and educational knowledge in the information society (V. A. Dmitrienko, B. O. Mayer, N. V. Nalivaiko); issues of safety of the educational space (V. N. Belousov, A. S. Zapesotsky, S. V. Kamashev); research of problems of informatization of science and education (K. Kh. Delokarov, K. K. Kolin, V. I. Kudashov, I. V. Melik-Gaikazyan, A. D. Moskovchenko, A. D. Ursul, A. N. Chumakov ).

Despite a significant number of works related to certain aspects of the problem of integrating science and education, special works devoted to the study of the integration of science and

The object of the research is the interaction of education and science as social phenomena.

The subject of this research is the integration of science and education as social phenomena in the aspect of the two main traditions of philosophical theorizing.

The purpose and objectives of the study. The purpose of the dissertation research is to uncover the integration patterns between science and education from the standpoint of dialectical and metaphysical (representative) traditions of philosophical theorizing.

This goal is concretized in the formulation of the following tasks:

The methodological basis of the dissertation research is the dialectical method, which makes it possible to identify the interrelationships of various aspects of the research object in their integrity and variability,

1. The social and activity specificity of the interaction of science and education with the modern sphere of social production is revealed, on the one hand, in the form of their transformation into the most important part of social production itself, and on the other, in the form of transformation of social components from the sphere of social production into the internal organization of science and education.

The theoretical significance of the research lies in the development of the author's version of the socio-philosophical analysis of the integration of science and education. It is shown that within the framework of the two main strategies of theorizing - dialectical and metaphysical - the logical, theoretical and methodological possibilities of philosophical and methodological approaches in relation to the analysis of the integration of science and education are most fully revealed.

The practical significance of the research lies in the fact that the theoretical conclusions and practical recommendations contained in the dissertation can be used in the development and reading of university courses on social philosophy, philosophy of education and other disciplines, including topics related to the processes of integrating science and education. In addition, the conclusions obtained in the dissertation can be used to develop recommendations in the field of management of science and education.

Approbation of work.

The main provisions and conclusions of the dissertation are reflected in 12 publications with a total volume of 2.2 pp., Of which - 2 publications in journals included in the VAK list (volume 0.5 pp.). Some results were reflected in the speeches at the All-Russian scientific conference "Problems of development and integration of science, vocational education and law in the global world" (Krasnoyarsk, 2007); 6th All-Russian Scientific and Technical Conference "University Science - to the Region" (Vologda, 2008); 4th All-Russian Scientific and Practical Conference "Actual Problems of Aviation and Cosmonautics" (Krasnoyarsk, 2008); international conference "Reshetnev Readings" (Krasnoyarsk, 2008); 2nd All-Russian Scientific

practical conference "Development of lifelong education" (Krasnoyarsk, 2009); the all-Russian spider-practical conference “Actual problems of the implementation of the modern model of vocational education” (Kemerovo, 2009); international conference "Science and Education: Fundamentals, Technologies, Innovations" (Orenburg, 2010); All-Russian scientific and methodological conference "Innovative integrated system of professional education: problems and ways of development" (Krasnoyarsk, 2011).

The structure of the work is determined by the goal and subject of the study, as well as the sequence of solving the tasks. The thesis consists of an introduction, two chapters with six sections, a conclusion and a bibliography of 163 titles.

The introduction substantiates the relevance of the research topic, assesses the degree of development of the problem, defines the object, subject, goals and objectives of the research, sets out the theoretical and methodological foundations of the research, presents the scientific novelty of the research, theoretical and practical significance, presents the approbation of the results of the dissertation work and its structure.

The first chapter of the dissertation "Integration processes in the system of science and education" reveals the features of the integration processes between science and education as social systems in modern society, while integration is understood as such a stage of development of two social processes that leads to the emergence of a qualitatively new (more perfect) level in the interaction between them.

The first paragraph "Integration of science and education as a form of social interaction" reveals the complex content of the social and activity aspects of science, and also reveals the complex content of the concept of education as a social phenomenon.

In the social system of science, a subsystem of scientific work, a subsystem of social retreats in the field of science and a subsystem of organization and management of science (social institute of science) are distinguished. These new social-activity and social-organizational aspects of science, acquired by it at the present stage of development, made it possible to reveal its essence most fully. The first two of the named components (the subsystem of scientific labor and the subsystem of social relations) transform, or distinguish, science into a special branch of social production. The second and third components (the subsystem of social relations in the field of science and the subsystem

organization and management of science) characterize it as a special social institution. Thanks to the acquisition of these two statuses (two essential aspects), modern science has significantly strengthened its position in society. As a complex social phenomenon, it organically blended into the system of social relations. It is shown that science as a direct productive force has confidently taken positions not only in the sphere of material production, but also in other areas of social production (education, regional development, creation of science cities and technocities, regulation of network communications in the field of economic and market relations, production of software products in the process of informatization, telecommunications and service maintenance of society, etc.).

Largely thanks to these new formations, on the basis of science, technological achievements of a modern, post-industrial (or informational) civilization with its inherent globalization processes associated with huge flows of capital, people, information and technology moving to any part of the planet have been created. In this regard, the problems of the existence of science are on a par with the problems of the existence of nature, society and man. Modern science can no longer be a viable system if full-fledged (essentially related to science itself) mechanisms of communication and interaction with the main branches of social production are not debugged within it. Science has ceased to spontaneously and occasionally serve this area. It has become the most important part of social production itself, has become one of its most important components. All this to a decisive extent contributed to the integration of socio-cultural and socio-production components of society into science. She transformed (transformed) them into her own attributes. The process of transformation of social components from the sphere of social production into the internal organization of science, which took place in the 20th century, was accompanied by the imparting of scientific specificity to these components, the specificity of integral properties and characteristics of science itself.

In accordance with the systemic attitude, the role of education, in turn, is the reproduction of knowledge, its transfer from one generation to another. In this sense, education is a unique and most important mechanism of social reproduction.

No less relevant is the consideration of education as an obligatory and necessary condition for the socialization of an individual, that is, its (personality) formation and development. The growth of the social significance of education, the complexity and relative independence of the functions it performs allow us to consider it as a special

a social institution, which is a ramified system of institutions, organizations of various scales and levels, in the work of which millions of people participate and whose activities are coordinated and directed in a certain way by society. Education as a complex social system manifests itself as a social institution and a process of assimilation by students of the culture of a given country and a given era.

The second paragraph "Integration of science and education in the context of globalization processes" reveals the objective and subjective aspects of globalization processes at the present stage of development of society.

The analysis allows us to conclude that in globalization it is necessary to distinguish two main aspects: a) the objective aspect, which is the activity of supra-governmental and non-governmental institutions (organizations), the possibility of quickly moving information, finance and various kinds of services from one point of the planet to another, development of modern means of computerization and telecommunications; b) the subjective side, which includes, first of all, the spontaneous formation of strong subjects of globalization with their ability and ability to largely determine the nature and content of globalization processes in different regions of the world at their own discretion.

With regard to the world educational space, strong subjects of globalization impose their educational projects on countries, subject other subjects to their rules of social interaction, their socio-cultural values. The processes of knowledge unification that accompany the globalization of the educational space can be useful in relation to the acquisition of rational knowledge of instrumental and operational significance. The value side of education must be protected from globalization. Otherwise, it will cause the destruction of cultural identity, loss of cultural and national identity.

A research approach to solving the problem of integrating science and education, based on their representation as social institutions, allows you to effectively synthesize the results of the analysis of certain aspects of this integration process that have already been studied in the context of globalization.

The third paragraph "Integration of spiders and education in the context of innovative processes" reveals the content of the concept "innovation" in the socio-ontological and socio-empirical

aspects in accordance with the dialectical and metaphysical methodologies of theorizing.

In accordance with the socio-empirical level of research of innovations, they represent the end result of activities based on the latest scientific achievements, which have received stable demand and market implementation as a new product. Content this definition innovation consists of three components: scientific or technological novelty, sustainable marketability, high profits from the sale of the final product of entrepreneurial activity. The dissertation proves that this socio-empirical level of innovation research, widespread in modern literature, is insufficient to understand the complex relationship between innovative phenomena of everyday socio-economic, scientific and technical, entrepreneurial activity and the socio-philosophical foundations of the way innovation exists in modern society.

In this regard, in order to reveal the socio-philosophical foundations of the innovation process, two factors are taken into account in the dissertation. The first of these factors concerns the origin of innovation. It is conditioned by the basic laws of scientific (scientific and technical) progress, which do not change during the transition of society from an industrial to a post-industrial type. According to these laws, the innovation cycle begins not with production or social technologies, not with market goods, but with scientific and theoretical research. The second factor that must be taken into account when disclosing the philosophical and methodological aspect of innovation is its integration nature. Innovation is an integrated product of special processes of social interaction, characteristic only of the information society. At the same time, the most active and essential aspects of the integration processes of society arise, are reflected and conceptualized in modern science, in the nature, laws of its own development. Integration processes continue to be a leading trend in the development of modern knowledge, one of the most important factors ensuring scientific and technological progress. Thus, innovation (as a social phenomenon and reality) is a qualitatively new stage in the development of social interaction, a product of the integration of science, production, management, economics and education. An innovative reality is a synthesis of the specified components of society, leading to their systemic interaction, characterized by self-organization. Such a complex requires active interaction with legal,

power structures of society (or region), as well as with small and medium-sized businesses. The definition of the innovative way of existence of science includes not only its technological novelty, but also the integration, socio-cultural purpose of science.

The result of the integration processes between science and education is the innovative activity of universities. The concept of "innovative activity of a university" reflects a multidimensional activity that is aimed not only at creating innovative products, technologies and reproduction of innovative personnel, but also at the ability of a university to effectively influence the innovation situation in the region, while maintaining its socio-cultural and environmental values. The first (socio-empirical) approach is adequate to the metaphysical method, and the second (socio-philosophical) to the dialectical method of research.

The second chapter of the dissertation "Integration of science and education in the aspect of philosophical methodology" proves that the study of the integration of science and education as social phenomena involves the choice of two main philosophical and methodological strategies - to study science and education either in the aspect of the dialectical tradition of theorizing, or in the aspect of metaphysical ( representativeist) tradition of theorizing. It is shown that within the framework of these strategies, the logical, theoretical and methodological essential capabilities of these fundamentally different philosophical and methodological approaches to the integration of science and education are most fully revealed.

The first paragraph "Strategy for the integration of science and education" formulates a modern strategy for the integration of science and education in the aspect of philosophical reflection.

The dialectical method is aimed at revealing the universal connection of phenomena, at realizing the principle of the unity of the world and the theory of reflection, in which the image reflected and imprinted in knowledge is inextricably linked with the prototype of theoretical reflection. In accordance with the dialectical tradition of theorizing, essence and existence are inseparable from each other, they consist in a dialectical unity. Therefore, existence is nothing more than a characteristic of the mediation of essence.

Reflection in scientific knowledge of the content of the real world implies that its image is true, since the image of reality is inseparable from the prototype. The inseparability of the image from the prototype in the cognitive process is expressed through the dialectic of essence and existence: the image is the existence of the essence of the prototype.

Dialectically, integration is

a form of resolving social contradictions between such spheres of public life as science and education. This type of resolution of social contradictions is aimed at the formation of qualitatively new, progressive social complexes and associations, functionally aimed at achieving a single goal, correlated primarily with the improvement of both social relations and relations between society and nature.

From the point of view of the dialectical tradition of theorizing, integrative processes are viewed as an objective need to solve complex social problems, including global problems of our time (in the economic, mineral, raw materials, environmental and ethnographic aspects). Here, the integration of science and education is not only a direct reflection of the inextricably interconnected ™, the intertwining of these aspects, but also a means of solving problems in order to achieve harmonious forms of coexistence between man and society, society and nature.

In the aspect of the metaphysical tradition of theorizing, the relationship between essence and existence is devoid of organic connection with each other. It (organic connection) is replaced by the principle of correspondence between the "representative" and "representation". As a matter of fact, the connection between them has a separate character and therefore reveals its representational basis.

In a metaphysical sense, the integration processes between science and education in the context of social interaction do not at all reflect the principle of the universal connection of social phenomena, the principle of the unity of social being. The category of reflection is not relevant to the Western tradition of theorizing. In the subject of metaphysical (representative) standards of thinking, the socio-philosophical search for foundations in relation to any specific group of social (including integration, scientific and technical) phenomena is excluded. The analysis of the ontological foundations of integration processes in society is replaced by a pragmatic approach that takes into account primarily economic, cultural and political factors that have a decisive influence on the development of certain integration programs.

The second paragraph "Integration of science and education in the aspect of dialectical methodology" defines the features of the process of integration of science and education as social phenomena in the aspect of the dialectical tradition of theorizing. In modern conditions, it is important not to lose the fundamental features that determine the preservation of Russia on the basis of its strategic significant advantages in the field of organizing the education system and the system

science. The specificity of the integration of domestic education and science differs in many respects from the European educational and scientific tradition, since the domestic system of education and science was formed on the basis of the Greco-Byzantine and Slavic origins, in contrast to the Roman Catholic origins of the Western educational and scientific tradition. Byzantine and Russian thinkers were among the first to outline a dialectical line in the educational and scientific tradition based on the interdependent unity of teaching and upbringing. Thus, the defining specificity and strength of the national educational tradition lies in the interdependent traditional unity of teaching and upbringing. At the same time, SI Gessen believed that the main task of education was to familiarize the student with cultural, including scientific, achievements of mankind, as well as the formation of a highly moral, free and responsible personality.

The study of integration processes is of particular relevance due to the fact that modern education in its content and methods is scientific, the educational paradigm, goals, means and expected results of educational activities are changing. With the development of science and its transformation into one of the most important values \u200b\u200bof civilization, its way of thinking begins to exert an ever more active influence on everyday consciousness. The ability of science to provide ultra-long-range forecasting of practice, going beyond the existing stereotypes of production and everyday experience, should be recognized as a determining factor in the educational system. If in the past the connection between science and education was of an indirect nature, complicated by all kinds of economic, estate, social circumstances, then during the formation of the noospheric civilization it became direct and immediate.

Education is natural and organic, to an increasing extent, is permeated with scientific content (its knowledge, understandings, categories, values, methodology and technology, methods of penetration into the known world), and science through education receives the human factor, personnel, access to the social sphere, support on it and the use of its resources.

The specificity of the modern process of integrating science and education in the aspect of the dialectical tradition of theorizing is expressed in the following: first, in the advancement of educational and scientific integration in relation to the process of integrating education with other spheres of society; secondly, in the most optimal achievement of a holistic socio-economic project for the development of society.

In the third paragraph "Integration of science and education in the aspect of metaphysical methodology", the features of the process of integration of science and education as social phenomena in the aspect of the metaphysical tradition of theorizing are determined.

According to metaphysical methodology, the process of cognition in relation to the educational and scientific sphere is developed as a process of constructing a description of the subject of cognition on the basis of the available language in the form of representations. These representational schemes and representative schemes are arbitrary inventions of various authors, designed for their possible demand as a component of practical educational and scientific activities.

Thus, the American experience in the development of the education system shows that the direction of activity of the new form of universities with "short programs" is dictated by "practitioners" for whom "the traditional system of higher education is not attractive enough" (due to characteristics such as competitive selection, high demands, serious theoretical training). The teacher is required to have practical experience in the industry and the ability to teach in "real-life situations in the industry", "taking into account the level of training of a particular student population." Such a student does not need either fundamental knowledge, or spiritual or aesthetic development, which is achieved in communication, in a dialogue with a teacher, in which “it’s not so important what they read, how important it is who reads”. The transfer of knowledge no longer looks like something that is intended to form an elite capable of leading a nation to liberation, but it provides the system with players capable of ensuring proper role performance in the practical positions that institutions require. At the same time, the solution that knowledge institutions around the world are actually guided by is to separate two main aspects of didactics: “simple” reproduction (teaching) and “extended” reproduction (research). At the same time, entities of a different nature are bred: institutions, levels or cycles in institutions, groupings of institutions, disciplines, when one is prescribed the selection and reproduction of professional competencies, and the other is the promotion and "maximum acceleration" of the ability to "imagination". The transmission channels placed at the disposal of the former can be simplified and widespread, while the latter exist in small groups. Whether or not these latter are officially related to universities does not really matter.

The modern reality of education is the diversity of various programs, which is a direct consequence of

the many-sided nature of science, focused on representative knowledge of reality. This presupposes descriptiveness in the study of the phenomena of educational and scientific reality, the separation of their essence and existence from each other, which, in turn, makes it difficult to solve urgent problems of the integration of science and education.

In the conclusion, the results are summed up, the main conclusions are formulated, the prospects for further research are determined.

The main provisions of the dissertation research are set out in the following publications:

Publications in editions included in the list of VAK:

1. Korolchuk, OI Actual aspects of interaction between education and science as social wholes / NA Knyazev, OI Korolchuk // Philosophy of Education. - 2009. - No. 2. - P.5 - 12. (0.23 pp.)

2. Korolchuk, OI Methodological strategy in socio-ontological studies of education / NA Knyazev, OI Korolchuk // Philosophy of Education. - 2011. - No. 1. - P.17 - 26. (0.3 pp.)

Other publications:

3. Korolchuk, O. I. Socio-philosophical aspects of the concept of "integration" (on the example of science and education) / O. I. Korolchuk // Problems of development and integration of science, vocational education and law in the global world: Materials of the II All-Russian scientific conference (Krasnoyarsk, November 21-23, 2007). - Krasnoyarsk, 2007. -S.148 - 150. (0.2 pp.)

4. Korolchuk, OI On the integration of science and education in the aspect of innovative educational activity / OI Korolchuk // University science - to the region: Materials of the sixth all-Russian scientific and technical conference (Vologda, February 29, 2008). - Vologda, 2008. -P.76 - 78. (0.1 pp.)

5. Korolchuk, O. I. On the issue of innovative educational activities of universities (philosophical analysis) / O. I. Korolchuk // Abstracts of the All-Russian scientific-practical conference "Actual problems of aviation and cosmonautics (Krasnoyarsk, April 7-11, 2008) ... -Krasnoyarsk, 2008. - С.307 - 308. (0.1 pp.)

6. Korolchuk, OI Modern science as an integral social phenomenon / OI Korolchuk // Reshetnev readings: materials of the XII International scientific conference (Krasnoyarsk, November 10-12, 2008). - Krasnoyarsk, 2008. - С.505 - 506. (0.1 pp.)

7. Korolchuk, O. I. Education as an integral social phenomenon / O. I. Korolchuk // Development of continuous education: materials of the II All-Russian scientific and practical conference

8. Korolchuk, O. I. On the issue of training for an innovative economy / O. I. Korolchuk // Actual problems of the implementation of the modern model of vocational education: materials of the All-Russian scientific and practical conference (Kemerovo, November 18-19, 2009). - Kemerovo, 2009. - S. 145 - 147. (0.2 pp.)

9. Korolchuk, O. I. Integration of science and education in the European educational space (Socio-philosophical analysis) / O. I. Korolchuk // Problems of the development of modern society: economics, sociology, philosophy, law: Materials of the international scientific and practical conference ( Saratov, March 22, 2010). - Saratov, 2010. -S.35-37. (0.1 pp.)

10. Korolchuk, O. I. On the integration of science and education in the aspect of the main traditions of philosophical theorizing / O. I. Korolchuk // Intellectual potential of the XXI century: stages of cognition: Collection of materials of the II international scientific-practical conference (Novosibirsk, July 8, 2010 .). - Novosibirsk, 2010. - S.271- 277. (0.4 pp.)

11. Korolchuk, O. I. Problems of integration of science and education in the European educational space / O. I. Korolchuk // Collection of materials of the international scientific conference "Science and education: fundamental foundations, technologies, innovations" (Orenburg, October 14-15, 2010 g.). - Orenburg, 2010. - pp. 132 - 134. (0.2 pp.)

12. Korolchuk, OI On the specifics of the competence-based approach in education / OI Korolchuk // Innovative integrated system of vocational education: problems and ways of development: materials of the All-Russian scientific and methodological conference (Krasnoyarsk, February 4, 2011). -Krasnoyarsk, 2011. - С.12 - 13. (0.1 pp.)

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Chapter 1. INTEGRATION PROCESSES IN THE SYSTEM

SCIENCES AND EDUCATION

1.1. Integration of science and education as a form of 13 social interaction

1.2. Integration of science and education in the context of 43 globalization processes

1.3. Integration of science and education in the context of 66 innovative processes

Chapter 2. INTEGRATION OF SCIENCE AND EDUCATION

IN THE ASPECT OF PHILOSOPHICAL METHODOLOGY

2.1 Strategy for integrating science and education

2.2. Integration of science and education in the aspect of 98 dialectical methodology

2.3. Integration of science and education in the aspect of 120 metaphysical methodology

Dissertation introduction 2012, abstract on philosophy, Korolchuk, Oksana Igorevna

The relevance of research. The choice of the topic of the dissertation research is dictated by the need for a philosophical analysis of the latest processes in the interaction between science and education, transforming into developed social systems under the conditions of a post-industrial society. Being involved in the integration processes of modern society, science and education move to a qualitatively new stage of social interaction. This stage increasingly determines both the prospect of their own evolution and the significant influence of science and education on the direction of development of society as a whole (for example, in the aspect of the deployment of globalization processes, the formation of an innovative space, as well as the transformation of universities into centers of socio-cultural development of society, its intellectual resources).

Education and science, in modern conditions, cannot develop absolutely independently, independently of each other. They need a synthesis involving the consistent implementation of a complex of integration projects and programs. The best specialists are trained where there is a close relationship between the educational process and research and development work, where there is an opportunity to join the activities of leading research teams, imbued with the atmosphere of scientific research, and take part in the development of large projects. Fundamental scientific achievements, major technical solutions, the latest technologies and developments, original innovative projects appear, as a rule, in those research organizations where the experience of the older generation is harmoniously combined with a non-standard approach to the work of the young.

Integration processes continue to be the leading trend in the development of modern science, one of the most important factors ensuring scientific and technological progress. In such a situation, the functioning of education outside the context of science is impossible. The effectiveness and efficiency of solving scientific, technical and social urgent problems of our time depends on how deeply the theoretical foundations of integration processes are revealed. That is why a philosophical analysis of the modern specifics of the processes of integration of education and science is required to the same extent as the practical implementation of a complex of integration projects.

The degree of elaboration of the problem.

The formation of the general concept of the dissertation was to some extent determined by works containing ideas and research results related to the disclosure of the modern specifics of the development of educational and scientific systems: the study of globalization processes and their impact on the functioning of modern society in the works of A.P. Butenko, V.P. Kaznacheev, V. I. Kudashov, V. M. Mezhuev, L. N. Moskvicheva, A. D. Moskovchenko, A. S. Panarin, I. A. Pfanenshtil, A. D. Ursula and others; study of the crisis features of modern education and science systems in the works of D. Bock, E. V. Bondarevskaya, A. M. Gendin, R. F. Gombrich, V. I. Kudashov, Yu. V. Kuznetsov, S. V. Kulnevich, F. G. Coombs, N. V. Nalivaiko, Ya.M. Neymatova, F. Mayor, V. I. Parshikov, B. Readings, I. Sabo, B. G. Saltykov, Ya. S. Turbovskiy, V. N. Filippova, V. E. Fortova, T. A. Khagurova, S. Kheda, N. M. Churinova and others; content-methodological, cognitive aspects in the works of V.A. Dmitrienko, N. A. Knyazeva, B.O. Mayer and others.

The study of the specifics of the modern integration of science and education was carried out on the basis of an analysis of historical traditions that determine the nature and direction of development of both science and education. Ideas revealing the peculiarities of the domestic educational and scientific tradition, its difference from the Western one, are contained in the works of T.I.Barmashova, V.I.Kudashov, A.L. Nikiforov, I.A.Pfanenshtil, V.S. Stepin, N. M. Churinova and others. These works investigate the relationship between metaphysical and dialectical concepts of science. In the works of A. A. Gryakalov, A. N. Dzhurinsky, I. M. Ilyinsky, T. S. Kosenko, L. A. Stepashko, the traditional for Russia unity of teaching and upbringing in the educational process is investigated. In the works of E.A. Andriyanova, Yu.S. Davydov, L.V. Denisova, G.V. Mayer, S.I. Plaksiy, N.M. Churinov and others, the correlation of basic values \u200b\u200bin the classical idea of \u200b\u200bthe academy (university ).

The issues of integration of education and science are covered in connection with the solution of problems of various practical nature: economic and innovative (A.N. Avdulov, Yu.V. Ashkerov, A.A.Gordienko, N.L.Dobretsov, V.V. Kozlov, O A. Latukha, Yu. V. Levitsky, V. I. Lyachin, B. O. Mayer, V. L. Petrov, L. A. Puchkov, Yu. V. Pushkarev, I. M. Remorenko, G. A . Sapozhnikov, N. G. Khokhlov); structural and organizational (L. M. Gokhberg, O. Yu. Grezneva, N. S. Dikansky, V. F. Efimenko, A. Zh. Zhafyarov, S. A. Zapryagaev, V. M. Kondratyev, G. V. Mayer, T. N. Petrova, V. A. Sadovnichy, G. A. Sapozhnikov and others); socio-legal (A. P. Berdashkevich, N. I. Bulaev, A. V. Grishin, T. V. Melnikova, V. I. Murashov, V. A. Tsukerman, A. K. Chernenko, etc.); globalization (M. G. Delyagin, V. I. Kudashov, A. D. Moskovchenko, I. A. Pfanenshtil, A. D. Ursul, A. N. Chumakov, etc.).

The specificity of modern social development, characterized by the increasing role of theoretical knowledge, means of communication, information technology and disclosed in the concepts of "post-industrial society" (D. Bell), "technological society" (J.P. Grant), "programmable society" (A. Touraine ), “Society of the third wave”, “super-industrial society” (O. Toffler), “post-capitalist society” (R. Dahrendorf) and others, actualized the need to refer to works containing: philosophical studies of the content of the information society (M. Castells, A. M. Leonov, E. Masuda, F. Webster); research into the methodology of the knowledge society (N.I. Gendina, B.O. Mayer, N. Stern); research of the functions of scientific and educational knowledge in the information society (V. A. Dmitrienko, B. O. Mayer, N. V. Nalivaiko); issues of safety of the educational space (V. N. Belousov, A. S. Zapesotsky, S. V. Kamashev, V. V. Kolga, I. V. Plyushch, N. A. Sklyanova); study of the problems of informatization of science and education (K. Kh. Delokarov, K. K. Kolin, V. I. Kudashov, V. D. Laptenok, I. V. Melik-Gaikazyan, A. D. Moskovchenko, A. D. Ursul , A.N. Chumakov).

For the dissertation research, the works of the authors highlighting some aspects of the problem of humanization as one of the forms of modern integration of science and education: humanization as a process of reflection of the ideas of humanism in society (A.A. Gritsanov, V.A. Kuvakin, V.A. etc.); methods of humanization in education and science (V. A. Abushenko, V. A. Kozyrev, V. I. Parshikov, T. E. Solodova, N. P. Chupakhin and others); functions of education in the formation of a humanistic worldview (M. V. Arapov, T. A. Rubantsova, L. A. Stepashko, N. L. Khudyakova, etc.); problems of humanitarization of the educational process (L. V. Baeva, A. S. Zapesotsky, O. F. Neskryabin, L. S. Sycheva, I. V. Fotieva, S. V. Khomuttsov and others).

Despite a significant number of works related to certain aspects of the problem of the integration of science and education, there are no special works devoted to the study of the integration of science and education in the aspect of the main traditions of philosophical theorizing. The noted state of knowledge on the problems of philosophical understanding of the processes of integration of science and education led to the choice of the topic of this dissertation research.

Object and subject of research. The object of the research is the interaction of education and science as social phenomena. The subject of this research is the integration of science and education as social phenomena in the aspect of the two main traditions of philosophical theorizing.

The purpose and objectives of the work. The purpose of the dissertation research is to uncover the integration patterns between science and education from the standpoint of dialectical and metaphysical (representative) traditions of philosophical theorizing.

In accordance with this goal, the following research tasks are put forward in the work:

1. To reveal the social and activity specifics of the interaction of science and education with the modern sphere of social production.

2. Explore the features of the integration of science and education as social institutions in the context of globalization.

3. To reveal the content of the concept of "innovation" in the socio-empirical and socio-philosophical aspects in accordance with the dialectical and metaphysical methodologies of theorizing.

6. Determine the features of the modern process of integrating science and education as social institutions in the aspect of the dialectical tradition of theorizing.

7. Determine the features of the modern process of integration of science and education as social institutions in the aspect of the metaphysical (representative) tradition of theorizing.

The source study base of the research is represented by the works of the classics of social philosophy, socio-philosophical, historical, sociological and pedagogical works of scientists, reference materials, data from sociological research.

The methodological basis of the dissertation research is the dialectical method, which makes it possible to identify the interrelationships of the various aspects of the research object in their integrity and variability, as well as the general, special and individual, which is especially important when conducting a dissertation research, where it is necessary to simultaneously study such diverse objects as education, science and their interaction.

The scientific novelty of the research is reflected in the following provisions:

2. The objective and subjective aspects of globalization processes have been identified. The negative influence of strong subjects of globalization in the global scientific and educational space on the sustainability of the cultural and national identity of the countries of the modern world is revealed.

3. It is shown that the socio-empirical approach to understanding innovation is adequate to the metaphysical method, and the socio-philosophical approach to the dialectical method of research.

4. It is shown that the study of the integration of science and education as social phenomena involves the choice of two main philosophical and methodological strategies - to study science and education either in the aspect of the dialectical tradition of theorizing, or in the aspect of the metaphysical (representative) tradition of theorizing. It is shown that within the framework of these strategies, the logical, theoretical and methodological essential capabilities of these fundamentally different philosophical and methodological approaches to the integration of science and education are most fully revealed.

5. It is shown that the historical specificity of the integration of domestic science and education in the aspect of the dialectical tradition of theorizing lies in the fact that the domestic system of education and science was formed on the basis of the Greco-Byzantine and Slavic origins, and the language of science and education was Slavic.

The theoretical and practical significance of the research lies in the development of the author's version of the philosophical analysis of the integration of science and education. It is shown that within the two main strategies of theorizing - dialectical and metaphysical - the logical, theoretical and methodological possibilities of these fundamentally different philosophical and methodological approaches in relation to the analysis of the integration of science and education are revealed most fully.

The theoretical conclusions of the work can be used in the development and reading of university courses on social philosophy, philosophy of education and other disciplines, including topics related to the processes of integration of science and education. In addition, the conclusions obtained in the dissertation can be used to develop recommendations in the field of management of science and education.

The approbation of the work was carried out in the form of speeches at 2 international and 6 all-Russian scientific and practical conferences. The author took part in international conferences: "Reshetnev Readings" (Krasnoyarsk, 2008); Science and Education: Fundamental Foundations, Technologies, Innovations (Orenburg, 2010); spoke at the following All-Russian conferences: at the 2nd All-Russian Scientific Conference "Problems of the Development and Integration of Science, Professional Education and Law in the Global World" (Krasnoyarsk, 2007); at the 6th All-Russian Scientific and Technical Conference "University Science - to the Region" (Vologda, 2008); at the 4th all-Russian scientific and practical conference "Actual problems of aviation and cosmonautics" (Krasnoyarsk, 2008); at the 2nd All-Russian Scientific and Practical Conference "Development of Continuous Education" (Krasnoyarsk, 2009); at the All-Russian scientific-practical conference "Actual problems of the implementation of the modern model of vocational education" (Kemerovo, 2009); at the All-Russian scientific and methodological conference "Innovative integrated system of vocational education: problems and ways of development" (Krasnoyarsk, 2011).

The structure of the work is determined by the goal and reflects the sequence of solving the tasks. The dissertation consists of an introduction, two chapters, uniting six sections, a conclusion and a list of references (163 titles). The total volume is 151 pages of printed text.

Conclusion of scientific work dissertation on "Interaction between Science and Education"

CONCLUSION

In the presented dissertation, we carried out a philosophical analysis of the integration of science and education as social phenomena. In the course of the research, we have revealed the complex content of the social and activity aspects of science and education as social systems. Science is an integral social organism, which includes three interrelated elements (scientific knowledge, scientific activity and the social institution of science), which allows it to a) be organically built into basic social relations, b) be a viable system with well-oiled full-fledged mechanisms of communication and interaction with education , as well as the main branches of social production. Education as a complex social system manifests itself as a social institution and a process of assimilation by students of the culture of a given country and a given era.

Our analysis allows us to conclude that in relation to the world educational space, strong subjects of globalization impose their educational projects on countries, subject other subjects to their rules of social interaction, their socio-cultural values. The processes of knowledge unification that accompany the globalization of the educational space can be useful in relation to the acquisition of rational knowledge of instrumental and operational significance. The value side of education must be protected from globalization. Otherwise, it will cause the destruction of cultural identity, loss of cultural and national identity. Thus, the objective and subjective aspects of globalization processes have been identified. The negative influence of strong subjects of globalization in the global scientific and educational space on the sustainability of the cultural and national identity of the countries of the modern world is revealed.

As our research has shown, the result of the integration of science and education as social systems in the context of innovative processes in society is the “innovative activity of the university”. A modern academic innovation university as an educational and entrepreneurial phenomenon is a multidimensional universe that embodies the interaction of business, information, knowledge, science, the science-intensive technology industry, education in the context of a post-industrial society. It sees a dynamic system open to global influences, linked by the social context of interactions. The main ones are the transfer of technologies and due to this, obtaining additional sources of financing, investments in profitable industries and joint ventures of intellectual capital, financing from industrial corporations. О Despite the fact that these tendencies are also present in domestic education, in relation to the state of university education in Russia, these characteristics can be attributed to the futurological prospects of university education in the context of a post-industrial society that should emerge in Russia based on the development of high technologies. This conceptualization of education is associated with the formation of a new axis of social development, determined by the integration of science, education and production, the formation of a class of intellectuals who are distinguished not only by scientific, but also by cultural competence. Our analysis allows us to conclude that the first (socio-empirical) approach to the study of innovations is adequate to the metaphysical method, and the second (socio-philosophical) - to the dialectical method of research.

At the same time, the specificity of the integration of science and education is directly related to historical traditions (including regional ones), which set the direction and the very specificity of the development of both education and science. It is proved that the study of the integration of science and education as social phenomena presupposes the choice of two main philosophical and methodological strategies - to study science and education either in the aspect of the dialectical tradition of theorizing, or in the aspect of the metaphysical (representative) tradition of theorizing. It is shown that within the framework of these strategies, the logical, theoretical and methodological essential capabilities of these fundamentally different philosophical and methodological approaches to the integration of science and education are most fully revealed.

In modern conditions, it is important not to lose the fundamental features that determine the preservation of Russia on the basis of its strategic 3 significant advantages in the organization of the education system and the science system. The specificity of the integration of domestic education and science differs in many respects from the European educational and scientific tradition, since the domestic system of education and science was formed on the basis of the Greco-Byzantine and Slavic origins, in contrast to the Roman Catholic origins of the Western educational and scientific tradition. Byzantine and Russian thinkers were among the first to outline the dialectical line in the educational and scientific tradition, based on the interdependent unity of teaching and upbringing, in contrast to the Western metaphysical concept of education as teaching, which understands teaching as a separate entity, educational technology. Thus, the American experience in the development of the education system shows that the direction of activity of the new form of universities with "short programs" is dictated by "practitioners" for whom "the traditional system of higher education is not attractive enough" (due to characteristics such as competitive selection, high requirements, serious theoretical training). The teacher is required to have practical experience in the industry and the ability to teach in "real-life situations in the industry", "taking into account the level of training of a particular student population." Such a student does not need either fundamental knowledge, or spiritual or aesthetic development, which is achieved in communication, in a dialogue with a teacher, in which “it’s not so important - what is read, how important is who reads”. In these conditions, the need arises for education as a priority sphere of domestic educational activity, while educational technology cannot talk about education, since it is not technologically logistic. To educate, teach, and teach, educate - this is the fundamental basis of educational activity, built in accordance with the objective laws of dialectics.

The functioning of domestic science and education is built on the basis of the theory of knowledge as a theory of reflection, in contrast to the theory of knowledge as a theory of representation in the Western tradition. According to dialectical methodology, in the process of cognition, the subject of educational and scientific activity is displayed, which implies a comprehensive study of the subject and obtaining an image of educational and scientific reality as scientific truth, including the objective and subjective sides, absolute and relative sides of truth, etc. In terms of implementing the dialectical method, the integration of science and education is a process of resolving social contradictions between science and education, aimed at achieving common goals, accompanied by ensuring the compatibility of definitions of integration objects. According to metaphysical methodology, the process of cognition in relation to the educational and scientific sphere is deployed as a process of constructing a description of the subject of cognition based on the available language in the form of representations. These representational schemes and representative schemes are arbitrary inventions of various authors, designed for their possible demand as a component of practical educational and scientific activities. This presupposes descriptiveness in the study of the phenomena of educational and scientific reality, the separation of their essence and existence from each other, which, in turn, makes it difficult to solve urgent problems of the integration of science and education.

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Comparative analysis of models of interaction between science and higher education: the experience of the USA and the Russian Federation

higher education funding

An effective system of interaction between higher education and science is a guarantee of sustainable development of the country's economy. Russian higher education is being actively modernized. The tasks set by the President of the Russian Federation in May 2012 regarding higher education motivate the subjects of this process to speed up the development of this area. The next step towards solving the problem of the quality of training of specialists in the universities of the Russian Federation is the monitoring of state universities and their branches, which has revealed uncompetitive universities that require restructuring or modernization. The monitoring was initiated by the Ministry of Education and Science of the Russian Federation. This monitoring has generated new controversy and discussion about both the sampling criteria and its results. However, the goals of improving the quality of training of graduates in universities, increasing the salaries of specialists and university staff, more active state support for research are relevant and do not seem debatable to the authors of the article.

Solving the problem of insufficient funding and mutual integration of education and science is one of the main tasks of the current stage of development of the Russian economy.

The purpose of this article is to analyze the possibilities of applying to Russian reality the US experience in the distribution of funding flows for higher education, in building an effective system of interaction between science and education.

To solve the problem of insufficient financing of education and science in the Russian Federation, many approaches are proposed: from changing the status of state educational institutions to the transition to per capita financing and a competitive procedure for placing a state order for training specialists.

A specific feature of the current stage in the development of Russian education is the "demographic hole" of the 1990s, which led to a shortage of admissions to universities in 2010-2012. This allows us to speak about the relevance of reducing the number of universities in the country.

The volume of budgetary allocations of the federal budget of the Russian Federation for education amounted to 492.5 billion rubles in 2011, in 2012 (planned) 492.3 billion rubles, in 2013 - 492.2 billion rubles. 1 The indicated volumes of budgetary allocations from the federal budget allow ensuring the fulfillment of expenditure obligations to provide citizens with the opportunity to receive education in federal educational institutions and the implementation of educational activities carried out on a national scale 2.

The largest share in federal budget expenditures on education is made up of expenditures on higher professional education (in 2011, more than 85%). Over the past six years, spending on scientific research has been at 1.5% of GDP.

In 2010-2012. a program of additional support for leading Russian universities in the amount of RUB 30.0 billion was implemented. Note that since 2013, no additional support is provided, since universities are expected to achieve the established target indicators.

The state policy in the field of supporting priority areas is implemented through federal targeted programs, the main of which is the program "Scientific and scientific-pedagogical personnel of innovative Russia".

In November 2012, at a meeting of the Government of the Russian Federation, the State Program of the Russian Federation "Development of Science and Technology" for 2013-2020 was considered. The goal of the state program is to create a competitive, efficiently functioning research and development sector, to ensure its leading role in the process of technological modernization of the Russian economy. This program will allow not only to develop new areas of scientific research, but also to use the entire accumulated potential of Russian science.

For comparison, consider the approaches to financing educational system USA. In the monograph “ Research Universities USA: Mechanism for Integration of Science and Education ”, published in 2009 under the editorship of Doctor of Economics, Professor VB Supyan, describes the US experience in the aspect of state support for higher education. This experience allows us to speak of the United States as one of the leaders of the analyzed area. The successful interaction of science and education in the United States is determined by many factors, the main of which are: political and financial responsibility of the state for science and education, the role of private investment, legislative support for educational and research activities, international exchange programs, attracting foreign scientists, students and teachers. The important thing is that the state is responsible for developing strategies and policies in the scientific field. The main instrument for its implementation is the federal budget.

Funds allocated from state budgets are divided into three streams: for research, for institutional assistance to universities, and for student support. For scientific research, money can be obtained in different ways: through a system of free grants, when the money received can be spent on any research; using targeted grants that are already distributed on a competitive basis; using the possibilities of concluding an agreement between the university, the state and the corporation, for example, when implementing orders from large departments; concluding contracts between the educational institution and the state. Note that these approaches are also relevant for the Russian system.

Lending is one of the main financial instruments that simultaneously support the availability and demand for higher education in the United States. Example: in the United States, the size of the "Pell Grant" (named after its founder, Senator K. Pell, represents gratuitous assistance taking into account the financial situation of the student and the income of his family) was $ 4,600 in 2008, and in the next five years will increase to 5,400 dollars. For comparison: a loan from Sberbank for education is from 45 thousand rubles for Moscow, and from 15 to 45 thousand rubles for other cities. (minimum loan amount). The loan is issued at 12% per annum for up to 11 years, including the period of study, for which there is a deferral in repayment of the principal debt, and the time to repay the principal amount after graduation, which cannot exceed 5 years.

In addition, North American universities are included in the system of selectivity of curricula, credits, etc. Each US university sets its own "cost" of one credit, which allows you to accurately calculate the cost of tuition and obtaining a scientific degree. For Russia, this experience comes with the recommendations of the Bologna Process, which we finally joined in 2010. However, the transition to a new educational paradigm carries many difficulties, namely: increasing the academic mobility of both teachers and students, improving technical equipment classrooms, development of new curricula etc., which will require additional material costs.

Further analysis of the mutual integration of science and education in the United States showed the effectiveness of this interaction. Example: US universities conduct about 2/3 of fundamental research. Thus, American higher education institutions are not only a forge of young professionals, but also a research laboratory, where the teaching staff is "fueled" by advanced developments and ideas. By the beginning of 1980, the US government had 30,000 patents for scientific inventions that were made on the basis of universities that received federal monetary support. Of these patents, less than 5% became licenses, and only a small fraction of these licenses were for off-the-shelf commercial products. To change this situation, the US Congress determined a new policy that implements the following goals: stimulating the development of the economy as a whole, strengthening the competitiveness of the United States in the field of innovation, government support for the commercialization of new technologies that would not have turned into a final product without this support.

To meet these challenges, a number of legislative and regulatory documents were adopted, such as the Bay Dole Act (1980), the Stevenson Weidler Act on Technological Innovation (1980), the Federal Technology Transfer Act (1986), the National Competitiveness Act in the field of transfer technologies (1989), government order "On Facilitating Access to Science and Technology" and many others.

Results of the introduction of the new policy:

¦ change in the number of patents per year: from 250 patents in 1980 to 3000 patents in 2005;

¦ increasing the number of universities involved in the technology transfer process from 24 to 200; It should be noted that this statistic only takes into account universities that currently have representatives in the Association of university technology managers;

¦ the American economy receives an additional $ 40 billion and the creation of more than 250,000 jobs (as of 2000) as a result of licensing of innovative inventions by American universities;

¦ the emergence of new products: during 2005 alone, 527 new products appeared on the market, 628 new spin-off companies were created (and in total, more than 5000 of them were created since 1980), 4932 new licenses were issued. For example, Stanford University has become the cradle for such world famous companies as Google, Yahoo, Cisco Systems, Inc., etc.

It should be noted that in order to improve the quality of education in the Russian Federation, it is necessary to narrow the gap between education and innovation. One of the key tools for this should be financing of higher professional education, concentrated not only in the hands of state budgets, but also of individuals interested in innovative developments. The forms of financing can be targeted and free grants, cooperation of universities with employers, orders for the training of specialists in a particular specialty, a state order for the development of innovations in various fields. The experience of American universities can be one example of tools for improving the quality of higher professional education in the Russian Federation.

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Domestic experience of interaction between science and education. Comparative analysis of models of interaction between science and higher education: the experience of the USA and the Russian Federation. Publications in editions included in the list of VAK

Dissertation introduction 2012, abstract on philosophy, Korolchuk, Oksana Igorevna

Conclusion of scientific work dissertation on "Interaction between Science and Education"

List of scientific literature Korolchuk, Oksana Igorevna, dissertation on "Social Philosophy"

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Domestic experience of interaction between science and education. Comparative analysis of models of interaction between science and higher education: the experience of the USA and the Russian Federation. Publications in editions included in the list of VAK

Dissertation introduction 2012, abstract on philosophy, Korolchuk, Oksana Igorevna

Conclusion of scientific work dissertation on "Interaction between Science and Education"

List of scientific literature Korolchuk, Oksana Igorevna, dissertation on "Social Philosophy"

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