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SCIENTIFIC SCHOOL AS A SUBJECT OF PEDAGOGICAL RESEARCH

Abstract

An essential feature of the development of science is the continuity of experience and knowledge, the unity of traditions and innovation. One of the forms of its implementation is scientific schools, the functioning of which involves the struggle of opinions, creative discussions, and constructive criticism. A scientific school should be considered an informal scientific community, characterized by the relationships “teacher – students”, which determine the continuity of the subjective (personal) and objective components of their scientific activity; a dynamic unit of pedagogical science, which ensures the continuity of scientific knowledge and scientific generations; a special form of scientific cooperation.

Working and developing the problem of studying the phenomenon of “scientific school” is reflected in the writings of P. Anokhin, A. Antonov, I. Bandurina, O. Vilkina, V. Horskyi, H. Dobrov, B. Kedrov, H. Laitk, I. Lakatosa K. Lanhe, V. Lednov, N. Semenov, S. Khaitun, H. Shteiner, M. Yaroshevskyi. Scientific schools as a phenomenon have been studied by the outstanding pedagogues of the present time: D. Aleksandrov, A. Boiko, H. Ilin, O. Druhanova, O. Dubaseniuk, V. Sadkov, L. Sukhorukova, and others.

The purpose of the paper is to highlight the phenomenon of scientific school as a subject of pedagogical research.

Characteristic features of scientific schools as scientific communities have been thoroughly worked out in science: the unity of place and time of existence, which is necessary for the presence of direct ties and contacts between members of this community in the process of work; the presence of a leader, founder of a school that develops his/her own concept, scientific-research program and possesses a recognized authority; the originality of ideas and theories previously not presented in science; self-awareness of the school; informal associations of scientists; the open system; recognition of this school in the country and abroad.

A scientific school is one of the types of the scientific community, a special form of cooperation of scientific activities. The development of many areas of science is related to the activities of the scientific school.

The scientific school is a social phenomenon of science, which allows to consider the cognitive and social characteristics of scientific activities in their unity and interdependence, forms the dynamic unit of science, which ensures the continuity of scientific knowledge and creates the optimal conditions for its development. These issues do not exhaust the phenomenon of scientific schools as a subject of pedagogical research, but their consideration is extremely important and interesting for training the scientific staff and forming and developing such a field of pedagogy as pedagogy of the scientific school.

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