Journal of International Network Center for Fundamental and Applied Research

67-71

Authors: Ivan A. Ermachkov

The article is devoted to the issue of the development of Russian historiography on the example of the Big Sochi in the beginning of the XXI century. The research relevance is dictated by the needs of a new evaluation of the development of the national historiography of regional studies. The trend of development of Russian historical science in recent times is the attention of researchers to the local history after a period of fundamental change in social relations in the late XX – early XXI centuries. Precisely these processes have brought regional history, local history research to a new level after the crisis period of the Russian history and historiography in terms of state`s destruction. The history of the Big Sochi as an object of scientific study is the result of research in recent decades, and the consideration of the critical period of 1985-1991 years causes the research interest in the context of the changing views of historians on the policy of perestroika in the USSR and its impact on the country and regions.

87-91

Authors: Nugzar Ter-Oganov

In the article it is argued with great certainty that Khadzhi-Murat is not only a fake name of a russian secret service agent, whose life is closely intertwined with the dramatic events on the Caucasian front during the First world war, but also the literary pseudonym of Boris A. Muguev. The author seems not accidental that as the hero of the novel "Gates of Baghdad" and the author of this work was named... Boris, what gives grounds to assert that the writer Boris Muguev (Khadzhi-Murat Muguev) is a prototype of the centurion Boris Petrovich.

97-104

Authors: Sеrgey A. Lebedev

Does the science more general level of scientific knowledge than the scientific theory, and if so, what is its content, structure and cognitive function? To all these questions in contemporary philosophy of science there is no single answer. If the representatives of positivism categorically deny the need for such knowledge in the structure of science, the proponents of philosophical epistemological fundamentalism, on the contrary, believe that without metatheoretic knowledge not only fundamentally impossible satisfactory solution to the problem of the justification of scientific theories, but also that this knowledge are exclusively philosophical foundations of science. However, as the real history of science and the functioning of the fundamental theories in the structure of modern science, indicate that both the above concepts of the role of metatheoretic knowledge in science are incorrect. And the common basis of their fallacy is incorrect understanding of both concepts patterns metatheoretic knowledge, namely the last, only and exclusively to the philosophical (ontological and epistemological) the foundations of science. In fact, as evidenced by the structure of the real science, metatheoretic scientific knowledge consists not of one but of two kinds of knowledge: concrete scientific metatheoretic knowledge and philosophical knowledge. Concrete scientific metatheoretic knowledge represented by such common elements of scientific knowledge as 1) the paradigm of a scientific theory, 2)scientific picture of the world, 3) the methodological standards of science ("the ideals and norms of scientific research")[1]. The philosophical component of metatheoretic level of scientific knowledge presents the philosophical foundations of scientific theories, not only ontological and epistemological principles of philosophy, but also its social, ethical and anthropological provisions [4; 5]. The main functions of metatheoretic level of scientific knowledge are: 1) the "deductive" justification of the scientific fundamental theories from the standpoint of a more general scientific knowledge or the philosophical knowledge; 2) the harmonious integration of the content of scientific theories into a common system of the scientific and the philosophical knowledge; 3) the philosophical evaluation of the content of scientific knowledge, and ,especially, of the fundamental scientific theories; 4) the relationship concrete scientific and philosophical knowledge as the two main types of rational knowledge ; 5) the transmission of the content of the new scientific theories in culture for learning society.