DYNAMICS OF SCIENTIFIC KNOWLEDGE CRITERIA AND MODERN EDUCATION

Abstract

The article deals with dynamics of scientific knowledge criteria and their significance for modern education. The author sets the task to determine the division of knowledge from the point of view of its inclusion in the curriculum of higher institution and correspondence to the requirements of scientific position and identify the danger of penetration of quasiscientific learning in education. The research methods include the principles of historicism and objectivity, methodical, systematic and objectiveness of knowledge. The author applies the method of comparative analysis and considers scientific development from the beginning of XI century. Thus, he reviews two criteria levels distinctions in scientific and pre-scientific knowledge; they are scientific level and methodological one that are common for science and methodology. The paper reveals the weak points by means of which quasiscientific learning could influence the educational process. The author explains the necessity to develop the defence mechanisms for modern education from quasiscientific influences. The article makes conclusion that the formation of scientific knowledge criteria is a nonlinear process. Therefore, these criteria are constantly being clarified and supplemented under the influence of science and philosophical concepts. Various philosophical and scientific schools offered and offer their own scientific criteria. This resulted in the criteria recognized by the scientific community and which form the scientific “defence mechanism”. The mechanism is aimed at keeping scientific holism and scientific professional education.