Voprosy Filosofii i Psikhologii

3-11

Authors: Fedor I. Girenok

In article the philosophy of painting of Wassily Kandinsky is investigated. The author carries out the comparative analysis of the American school of vanguard and the Russian school of vanguard. The vanguard, according to the author of article, is refusal of the artist of a subject in art. It forbids to learn and be surprised. In the author's opinion articles, Kandinsky makes Copernican revolution in art. He pays attention not to subjects which surround it, and on prototypes which are possessed by his soul. Kandinsky differs from the American abstract artists in that he erases border between art and philosophy. Whereas the American abstractionism erases border between art and not-art. The American school of vanguard understands art as action. The Russian school of vanguard understands art as philosophy. Kandinsky, answering a question "That there is an art?", becomes the philosopher. In research the idea that art is continuously lasting movement of the artist to a prelanguage condition of the person is introduced. The philosophy of the Russian vanguard recognizes that the person is involved eternal artistry, and his soul is as Kandinsky speaks, the shining point in geometry of a black circle.

24-36

Authors: Sеrgey A. Lebedev

Positivism as a special area of the philosophy of science emerged in the 30s of XIX century. It was founded by Auguste Comte, Herbert Spencer and J.St. Mill. Comte developed the overall concept of the nature of scientific knowledge, it differs from all other kinds of knowledge, and above all, philosophical and religious. Spencer developed the ontology of science, J.St. Mill – the logic and methodology of science. In general methodological positivism of the first program is known as "classic inductivism". According inductivism main task of science is the discovery of causal laws and the proof of their truth, and the method that is able to perform this function is the induction, but not enumerative, and induction through the proof of the falsity of all the competing assumptions about the true reasons for the law, but one. Eliminative induction methods have been developed J.St. Mill in his famous work "The system of syllogistic logic and inductive". Mill believed that he was able to build an inductive logic as logic of discovery and proof of causal laws of science. However, a critique analysis of the cognitive capacity the induction by elimination J.St. Mill practiced already by his contemporaries (St. Jevons, L. Rutkowski, W. Whewell and others), demonstrated the invalidity of claims of Mill to create the logic of discovery and proof of scientific laws. It has been shown that evidence-based opportunities through the elimination induction does not exceed the capacity of enumerative induction and that the destiny of any induction – no proof, but at best only a confirmation of scientific laws, and in general any of the general concepts and theories. The method of the opening of the general scientific hypotheses is not induction, but the hypothesis on the basis of cognitive experience and intuition of the scientist. It became apparent to many scientists and philosophers of science by the 70s of XIX century. This result meant a methodological inconsistency early ("first") positivism. However, from this it does not follow the failure of the general ideas of positivism, his interpretation of scientific knowledge as a purely empirical knowledge of its contents and the sufficiency of science as a special way of knowing reality. As a result, in the course of its evolution, to replace the first positivism comes second positivism, which abandons the first methodology of positivism, but remains faithful to all the general ideas of positivism. The main options for the second positivism will empiriocriticism of Mach and conventionalism of Poincare.

46-50

Authors: Elena A. Volodarskaya

The article reveals the scientist’s competences necessary for pedagogical activity. The focus of attention is shifted to the ratio of the requirements for a successful teacher and the didactic potential of scientific activity. It is suggested that in the context of the integration of science and education, the research capital of a scientist is in demand in the educational space. Appeal to pedagogical abilities, important for the success of the teacher, allows us to highlight some actual requirements for the scientist. Firstly, they are communicative abilities, by which are meant the ability to communicate, the ability to find an approach to students, to build trustful dialogue. The problem of scientific communication is traditional for socio-psychological study. This implies the development of a communicative skill, the skills of persuasive impact, the resolution of conflicts within the negotiation process. These competences are mostly new to the traditional scientist. Secondly, they are didactic abilities that make it possible to intelligently present the knowledge, stimulate interest in the subject, stimulate students 'cognitive activity, the ability to organize students' independent work, and form their need for independent knowledge acquisition. Our research shows that in a situation where it is necessary to obtain reliable information about science, respondents are more likely to trust a scientist who has his own experience of research than a journalist specializing in scientific journalism. In this connection, the professionally important quality of the scientist becomes his ability to simply and clearly tell about the complex, adapt, but not to emasculate the essence of objective activity. It is important to be able to attract, interest the younger generation. It is important not only erudition and intelligence, but also enthusiasm, personal charisma, leadership qualities. Thirdly, the academic pedagogical abilities of scientists, that is, the abilities for the corresponding field of science, the knowledge of the subject taught, not only in the volume of the training course, but much wider and deeper are the aspect of the necessary pedagogical competencies of scientists. Knowledge is updated very quickly. Modern education involves not memorizing a large body of facts, rules and formulas. After all, almost any information can be quickly and fairly fully received in the free Internet access. It is important to know what to look for, how to analyze, how to adapt the knowledge acquired in relation to a specific task, how to formulate your own opinion with a multiplicity of research approaches and theoretical positions. In this case, the emphasis is necessarily shifted to the fundamentalization of the training of young graduates of universities. Fundamentalization of education is a new challenge and resource for the development of a knowledge-based society. Fourthly, pedagogical abilities are related to the research orientation of the teacher, with his need and ability to conduct his own research work. First, it is important to understand clearly the task posed, to describe the initial principles and rules, to build possible options for scientific research. A scientist with creative thinking can help students and students in clarifying the requirements that arise in front of them not only in the educational space, but also in the professional way as a whole. Fifth, among the pedagogical abilities, the pedagogical imagination is distinguished, presupposing the ability to project and predict the development of the student's actions. The scientist is always focused on the future, his knowledge and in a certain part – the design, manifested in the good development of creative imagination, intuition. A substantial component of scientific activity is manifested in the study of what has not yet been. The development of imagination, anticipation, prediction is a very important characteristic of a modern specialist. The scientist can contribute to the development of this quality in the process of pedagogical interaction with students. Characteristics of the current social situation are rapidity, multidimensionality, radical changes, the permanence of which sees the new reality of social relations. The ability to perceive changes not as a threat but as a source of personal development and the possibility of self-realization is an important competence that contributes to the continuation of social changes from the situation of increasing anxiety and stress. The scientist by the nature of his activity is aimed at finding a new, unexplored. Productivity and scientific effectiveness are determined by the skills and abilities to see the unusual in the familiar. In this regard, the presence of creative thinking will help to use it in the pedagogical process, as well as develop it in students. It can be concluded that modern education and society as a whole formed a new request to science and scientists, consisting in the development of their respective pedagogical competences.