Respect for the uniqueness of each culture;

Interpenetration and mutual enrichment of cultures;

Exchange of cultural values;

Internationalization of cultures.

List any three functions modern science.

Cultural and ideological function;

Cognitive and explanatory;

social;

The function of science as a direct productive force of society;

The function of a catalyst for continuous improvement of production.

Name two manifestations of the social function of science and give two examples of its implementation.

manifestations of the social function of science, for example:

Social development and management;

Social forecasting; EXAMPLES:

Demographers analyze the dynamics of the size and composition of the country's population, make adjustments to the government's social programs;

Economists analyze the current economic indicators of the country, the dynamics of the development of the domestic and world markets, the data obtained form the basis for the development of the government's budget for the next year;

Environmental scientists are trying to determine the scale of global changes in natural processes and the future contours of human society.

12. Give examples of the manifestation of the cultural and ideological function of science.-cultural and ideological function affects the formation of a scientific worldview

and is manifested in the fact that science is developing such problems as:

Origin of life on Earth;

Human Origins;

Problems concerning the structure of matter and the structure of the Universe.

Give examples of the manifestation of the function of science as a direct productive force of society.

Science becomes a constant source of new ideas that indicate the path of development of material production. Those. it becomes a direct productive force. For example:

Structure study atomic nucleus paved the way for the use of atomic energy;

Thanks to the development of mathematics, production and control automation tools were created;

The study electrical phenomena in solids and gases served as the basis for the emergence of electronics.

Give examples production function science, (a catalyst for the process of continuous improvement of production).

Science is making a decisive turn towards practice. For example, decisive role information-intensive technologies play in modern production:

A) with the help of biotechnology, feed protein and various medicines are produced in large quantities;

The use of ultrasound for drilling and cutting metals in heavy-duty materials;

Membrane, laser, plasma and other technologies have been developed and introduced into production, which qualitatively change production processes.

Indian expert on poverty and hunger Amartya Sen, former professor Harvard University, became a laureate Nobel Prize in the field of economics for his contribution to the development of the economic theory of welfare, the scientist was engaged in the theory of the distribution of resources in society.

What function of science does his activity illustrate? Explain the answer. Give your own example of the manifestation of this function of science.

The function of science is social, because by offering a theory of resource distribution, science helps to solve acute social, economic and political problems humanity. Thus, science participates in social development and management of social processes.

Examples of the manifestation of this function of science:

Scientific development of the solution environmental issues;

Scientific substantiation of the strategy for combating global terrorism;

Scientific analysis of ways to overcome interethnic conflicts.

The words of the poet are known: “It is not given to us to predict how our word will respond ...” Do you think they are applicable to modern scientific research and to

Their consequences? Give two examples to support your conclusions.

The words of the poet are directly related to modern scientific discoveries, which can have both positive and negative consequences.

For example:

The development of genetic engineering has allowed the development of new varieties of plants and animals, but has led to the loss of genes that may be needed in the future.

The development of nuclear energy has armed mankind with a new source of energy, but accidents at nuclear power plants cause big number casualties and huge material losses.

It is known that the gradual accumulation of scientific knowledge from time to time "explodes" scientific revolutions. What characterizes this period in the development of science. List two traits. Give an example of the scientific revolution.

Features of the scientific revolution:

Rejection of previously accepted ideas in science;

Proposing new hypotheses;

Development of new theories;

Explanation of known facts from the standpoint of new theories.

An example of a scientific revolution: a fundamental revision of the provisions of physical science at the beginning of the last century.

What are the main directions of state policy in the field of science (the impact of the state on science).

The needs of the development of society determine the emergence of the so-called social order, which the state imposes on scientists (science). This is how the issue is defined. scientific research. For example, to find ways to rid mankind of cancer and other serious diseases.

The state of scientific research depends on the material and technical base. The state plans to allocate budgetary funds for the development of science. For example, in R.F. acute funding problem fundamental sciences, i.e. those in which research does not give momentary results, but on which the development and state of applied sciences depend, the main task of which is to find solutions to current, sometimes momentary problems.

What are the main stages (structural elements) of the education system in R.F.

Preschool education;

General (includes three levels: initial general, basic general, secondary (complete) general);

Professional (primary, secondary, higher and postgraduate).

Scientists believe that a social institution is a historically established form of organizing people based on a set of norms and statuses that regulate their activities and satisfy fundamental human needs. Is education a social institution? Support your answer with three arguments.

Education is a social institution because:

Education is a historically established institution of knowledge transfer, training of qualified personnel;

Education is a set of institutions, programs (i.e. normative documents), textbooks and manuals;

Education operates within the framework of certain norms, for example, the law on education, state educational standards etc.;

It is possible to single out the statuses of a pupil, an applicant, a student, a teacher, a university teacher, a head of a general educational institution, a methodologist, etc.

With the development of science, its multifunctionality was revealed and increased. The dual value of science underlies its two main functions: cognitive(theoretical insight into the essence of real phenomena) and practical-activity (participation in the transforming activity of man and society). Science has other functions as well. Let's consider some of them.

cultural function. Knowledge obtained by science, explanations of certain aspects of reality are included in the content of material and spiritual culture. It is enough to name the discoveries of M. V. Lomonosov and D. I. Mendeleev, I. P. Pavlov and S. P. Korolev, N. M. Karamzin and V. O. Klyuchevsky to confirm the characterization of science as an authoritative cultural force. An integral part of culture is education, the content and forms of which are formed under the strong influence of science.

The function under consideration is often interpreted as cultural and ideological . As you already know, a worldview is an integrated system of philosophical, natural-science, economic, social, political and other ideas and views that determines a person's attitude to the world.

Fundamental scientific discoveries enrich the content of these ideas, views . Thanks to this, the understanding of the essence of the surrounding world, the position and purpose of a person in the world is improved. Emphasizing the importance of this function, scientists argue: "What really makes science great is that it explains the world."

social function implemented in several directions. First, based on the growing role of the individual, the life and activities of a person, ways to achieve the most favorable conditions for the development of abilities, productive interests of the individual are studied in depth. The great Russian scientist V. I. Vernadsky emphasized “the sciences of the spiritual creativity of the human personality in its social environment, the sciences of the brain and sense organs, problems of psychology or logic ...”.
Secondly, science is directly included in the processes of social development and their management. Thus, these sciences are involved in solving environmental problems, developing concepts, programs, plans, forecasts of economic and social development, in formulating legislative acts.
Thirdly, science helps to determine the ways and means of practical use of the acquired knowledge. This ability of science, as its connection with technology became stronger, began to be regarded as an independent function. Scientists characterize it as the transformation of science into a productive force of society. Previously, technology and production often outstripped science, providing it with ready-made material for analysis and generalization, setting tasks for science, in the solution of which practice is interested. The transformation of science into a productive force was based on the accelerated development of science. Science not only responded to the demands of production, but also became the foundation for the development of its modern industries. Deep and broad scientific research determines the ways of improving technology.

The main functions of science can be represented in the following sequence:

• cognitive,
• explanatory,
• practically effective,
• predictive,
• worldview,
• social memory, etc.

The leading, key function of science is explanatory. The true purpose of science is to explain how the world works; why do we observe it the way it is and not the other way; what will happen if we take such and such actions, etc. This mission of science has its own fundamental limitations.
First, the explanatory potential of science is limited by the scale of the socio-historical practice of mankind.
Secondly, the completeness of the explanation of any phenomenon of reality always rests, like a blank fence, on the problem of the sufficiency of the foundations of science. A large (and most reliable) part of the modern edifice of science is built by the hypothetical-deductive method, in which all particular statements and laws of the theory are logically deduced from general primary assumptions, postulates, axioms, etc. However, these primary postulates and axioms are not derivable and, therefore, not provable within the framework of a given theory, are always fraught with the possibility of refutation. This also applies to all fundamental, i.e., the most general theories. Such, in particular, are the postulates of the infinity of the world, its materiality, symmetry, etc. It cannot be said that these statements are completely unproven. They are "proved" at least by the fact that all the consequences deduced from them do not contradict each other and reality. But after all, we can only talk about the reality we have studied. Beyond its limits, the truth of such postulates turns from unambiguous into probabilistic. So, the very foundations of science are not absolute and, in principle, can be shaken at any moment.
These and many other limitations of the explanatory potential of science clearly show that its possibilities, although great, are not unlimited. Therefore, discounting other ways of mastering the world (philosophical, aesthetic, religious, etc.) is obviously not justified.
The essence of the practical-effective function of science lies in the fact that science not only explains how the world works, but at the same time provides a method, i.e. a system of rules and practices for dealing with it. It is socio-historical practice that acts as the main guideline for science: it is, firstly, the main source of scientific knowledge, and secondly, its goal. It is believed, for example, that the science of astronomy was generated by navigation, mechanics - construction, geometry - land management, etc. The connection between the practical needs of society and the development of modern science is no less obvious; however, it is not so simple and straightforward. This connection is clearly manifested only in the end, ultimately, in a long historical perspective. In determining its immediate needs and interests, science, especially fundamental science, is largely independent. The relationship of science with practice is in the nature of a "self-imitating reaction" - anything caused by the demands of practice scientific discovery generates a lot of practical applications, which are usually not even thought of in the process of scientific research. And growing like a snowball practical use scientific ideas have the opposite, stimulating effect on the development of science.
It is difficult to overestimate the importance of such a function of science as prognostic. Its relevance to the end of the XX century. increased many times over. The reasons for this are obvious: state of the art relations between society and nature, increased conflict in geopolitical, national and other relations, the tension of the demographic situation - these and many others global problems pose a threat to the very existence of humanity. For the emergence of these problems as negative, unforeseen consequences of the growing activity of mankind, science bears a considerable responsibility. Who, if not her, should determine the degree of danger of these problems, look for acceptable ways to solve them.
The ideological function of science is given by its very essence. A worldview is usually understood as a system of general views on the world and a person's place in it. The main types of worldview: mythological, religious, everyday, scientific. It can be said that the birth of science at the same time marked the emergence of a new type of worldview, i.e. such a system of views on the existence of the objective world, which is characterized by the same features as scientific knowledge in general - objectivity, consistency, consistency, etc. Between the concepts of "worldview" and "science" cannot be equalized. After all, along with rational knowledge, the worldview includes the worldview, social attitudes, attitude towards the world, etc. However, it is science that forms its informational basis, and also determines the very method of constructing overall picture world, provides it with consistency and depth. According to the depth of comprehension of reality in the sciences, two levels are distinguished:
empirical;
theoretical.
The problem of the difference between the theoretical and empirical levels of scientific knowledge is rooted in the difference in the ways of ideal reproduction of objective reality, approaches to the construction of systemic knowledge. Other, already derivative, differences between these two levels follow from this. For empirical knowledge, in particular, the function of collecting, accumulating and primary rational processing of experience data was historically and logically fixed; its main task is to fix the facts. Explanation, interpretation of these empirical facts is a matter of theory.
The considered levels of cognition also differ according to the objects of study. Conducting research at the empirical level, the scientist deals directly with the studied natural and social facilities. The theory operates exclusively with idealized objects ( material point, ideal gas, absolutely solid, ideal type, etc.). All this causes a significant difference in the methods of research used. For the empirical level, such methods as: observation, description, measurement, experiment, etc. are common. Theory prefers to use the axiomatic method, hypothetical-deductive, the method of ascent from the abstract to the concrete, system-structural and structural-functional analysis, etc.
The fundamental difference between the theoretical level of scientific knowledge and the empirical one was realized in science only at the beginning of our century. And towards the end of it, the idea that this “section” of the structure of scientific knowledge is not reduced only to empirical and theoretical, that there is also a certain third level of organization of scientific knowledge, which acts as a metatheoretical premise of the theoretical activity itself, began to receive more and more recognition. in science. The concept of the American historian and philosopher of science Thomas Kuhn has received the greatest fame in this regard in recent decades.
In the methodology of science, Kuhn introduced a fundamentally new, fundamental concept - "paradigm". The literal meaning of this term is "sample". It fixes the existence of a special way of organizing knowledge, implying a certain set of prescriptions that define the nature of the vision of the world, and therefore influence the choice of research areas. The paradigm also contains generally accepted patterns for solving specific problems. Paradigmatic knowledge is not actually a “pure” theory (although, as a rule, this or that fundamental theory serves as its core), since it does not directly perform an explanatory function. It provides a certain frame of reference, i.e., it is a prerequisite and a prerequisite for the construction and justification of various theories.
Being a metatheoretical formation, the paradigm determines the spirit, the style of scientific research. According to T. Kuhn, the paradigm is “... recognized by all scientific achievements, which for a certain time provide a model for posing problems and their solutions to the scientific community.
Its content is reflected, as a rule, in textbooks, in fundamental works leading scientists, and the main ideas penetrate into the mass consciousness. The paradigm recognized by the scientific community for many years determines the range of problems that attract the attention of scientists, it is, as it were, an official confirmation of the genuine scientific nature of their studies. To paradigms in the history of science, T. Kuhn included, for example, Aristotelian dynamics, Ptolemaic astronomy, Newtonian mechanics, etc. The development, increment of scientific knowledge within, within the framework of such a paradigm, was called "normal science". The paradigm shift is nothing but a scientific revolution. A good example is the change of classical physics (Newtonian) to relativistic (Einsteinian).

Science is a special kind of cognitive and practical human activity. Scientific knowledge differs from ordinary, mythological, religious knowledge in that it is focused on achieving objective truth, which must be experimentally and rationally substantiated. The basis of scientific knowledge is the principle of determinism, science

rejects the possibility of supernatural phenomena that occur in violation of the lawful nature. Each "wonderful" phenomenon from a scientific point of view is the action of an unknown regularity, which can be established and known.

Scientific knowledge is the unity of scientific intuition, experience (empirical methods) and theory (rational methods).

For a long time, science was devoid of any ethical orientation. The events of the 20th century have shown that such a science can be not only dangerous, but also destructive for all mankind. Knowledge that gives incredible power over nature and its own kind should not be in the hands of a maniac, a religious fanatic or an obsessed politician. Humanists believed that a scientist should be morally responsible for his discoveries, while politicians and the military should be legally responsible for their unjustified application. There are cases when scientists, realizing the ethical unwillingness of mankind to use the fruits of their discoveries for good, voluntarily refused to publish their achievements (Paracelsus, who penetrated the secrets of psychic energy; Einstein, who advanced in the development of a unified field theory, etc.).

Science is not the best, most reliable knowledge for man. For a person, all types of cognitive activity are equally valuable: worldly, philosophical, religious knowledge, etc.

Functions of Science- this is an external manifestation of any of its essential properties.

the main functions of science can be defined as cognitive, ideological, industrial, social and cultural.

cognitive function I is the fundamental, given by the very essence of science, the purpose of which is to understand nature, man and society as a whole, as well as in the rational-theoretical comprehension of the world, explaining processes and phenomena, discovering patterns and laws, making forecasts, etc. This function is reduced to the production of new scientific knowledge.

Worldview function largely intertwined with the cognitive. They are interrelated, since its goal is to develop scientific picture world and its corresponding worldview. Also, this function implies the study of a rationalistic attitude of a person to the world, the development of a scientific worldview, which means that scientists (along with philosophers) must develop scientific worldview universals and corresponding value orientations.

production function, which can also be called a technical and technological function, is necessary for the introduction of innovations, new forms of organization of processes, technologies and scientific innovations in manufacturing industries. In this regard, science turns into a productive force working for the benefit of society, a kind of "workshop" in which new ideas and their implementation are developed and implemented. In this regard, scientists are even sometimes referred to as production workers, which characterizes the production function of science as fully as possible.

social function began to stand out especially in recent times. This is due to the achievements of the scientific and technological revolution. In this regard, science turns into a social force. This is manifested in situations where the data of science are used in the development of social and economic development programs. Since such plans and programs are of a complex nature, their development presupposes close interaction between various branches of the natural, social and technical sciences. cultural functions science (or educational) comes down to the fact that science is a kind of cultural phenomenon, an important factor in the development of people, their education and upbringing. Achievements of science significantly influence the educational process, the content of educational programs, technologies, methods and form of education. This function is implemented through the education system, the media, journalistic and educational activities of scientists.

Science develops, first of all, a scientific picture of the world as a body of knowledge about nature, society and man. In this process, it appears cognitive(epistemological) function, as well as ideological, since the scientific picture of the world (being) does not exist in its pure form in the minds of people. It is correlated by man with the ordinary, mythological, religious, philosophical understanding of the world, is constantly overestimated.

The cognitive function is given by the very essence of science, the main purpose of which is precisely the knowledge of nature, society and man, the rational-theoretical comprehension of the world, the discovery of its laws and patterns, the explanation of a wide variety of phenomena and processes, the implementation of prognostic activity, that is, the production of new scientific knowledge;

Worldview function, certainly closely related to the cognitive function, its main goal is the development of a scientific worldview and a scientific picture of the world, the study of the rationalistic aspects of a person’s attitude to the world, the rationale for a scientific worldview: scientists are called upon to develop worldview universals and value orientations, although, of course, the leading role in this matter plays philosophy;

Science develops, first of all, a scientific picture of the world as a body of knowledge about nature, society and man. In this process, a cognitive (epistemological) function is manifested, as well as an ideological one, since the scientific picture of the world (being) does not exist in its pure form in the minds of people. It is correlated by man with the ordinary, mythological, religious, philosophical understanding of the world, is constantly overestimated.

The order in which these groups of functions are listed, in essence, reflects the historical process of the formation and expansion of the social functions of science, that is, the emergence and strengthening of ever new channels of its interaction with society. So, during the formation of science as a special social institution(and this is the period of the crisis of feudalism, the birth of bourgeois public relations and the formation of capitalism, that is, the Renaissance and the New Age), its influence was found, first of all, in the sphere of worldview, where during all this time there was a sharp and stubborn struggle between theology and science.

In the Middle Ages, theology gradually won the position of the supreme authority, called upon to discuss and solve fundamental worldview problems, such as the question of the structure of the universe and the place of man in it, the meaning and highest values ​​of life, etc. In the sphere of emerging science, problems of a more private and “earthly” nature remained.

In the Copernican coup that took place four and a half centuries ago, science challenged theology for the first time for its monopoly to determine the formation of a worldview. This was the first act in the process of penetration of scientific knowledge and scientific thinking into the structure of human activity and society; it was here that the first real signs of the emergence of science into worldview problems, into the world of human reflections and aspirations, were discovered. After all, in order to accept the heliocentric system of Copernicus, it was necessary not only to abandon some of the dogmas that were affirmed by theology, but also to agree with ideas that sharply contradicted the ordinary worldview.

A lot of time had to pass, which absorbed such dramatic episodes as the burning of G. Bruno, the abdication of G. Galileo, ideological conflicts in connection with the teachings of Ch. Darwin on the origin of species, before science could become the decisive authority in matters of paramount ideological significance, concerning the structure of matter and the structure of the Universe, the origin and essence of life, the origin of man, etc. It took even more time for the answers offered by science to these and other questions to become elements general education. Without this, scientific ideas could not turn into constituent part society culture. So, the ideological function of science helps a person not only to explain the knowledge about the world known to him, but also to build it into an integral system, to consider the phenomena of the surrounding world in their unity and diversity, to develop his own worldview.

Simultaneously with this process of the emergence and strengthening of the cognitive and ideological functions of science, the pursuit of science gradually became in the eyes of society an independent and quite worthy, respectable sphere of human activity. In other words, the formation of science as social institution in the structure of society.