The Problem of Typology of Scientific Cognition in the Context of Cultural-Historical Epistemology

B. Pruzhinin
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Abstract

The existing variants of the classification of sciences differentiate and correlate the types of cognitive practices on various grounds. At the same time, the attention of epistemologists is usually concentrated on the instrumental logical and methodological functions of the proposed classifications, which guide scientists in the holistic cognitive space of rational cognition (by subject, by epistemological preferences, by methods, etc.). As for the sociocultural dimensions of scientific and cognitive activity, they (as long as they are taken into account) mostly correlate with the typological features of research practices only slightly. Meanwhile, science as a whole is undergoing significant changes today, affecting, among other things, the status and methodological functions of its socio-cultural parameters, which significantly change the configuration of the cognitive space of scientific and cognitive activity. The article attempts to demonstrate the features of the problematization of contemporary science’s philosophical and methodological foundations. When discussing these issues, it is fundamentally important to consider how a scientist realizes his methodological tools and the socio-cultural status of scientific and cognitive activity. According to the author, these problematics are stepping into the center of today’s philosophical and methodological reflection on science, forcing us to take a fresh look at the meaning (target bases) of science as a holistic cognitive phenomenon, accordingly, the typological features of its cognitive practices.
文化历史认识论语境下的科学认知类型学问题
现有的科学分类变体在不同的基础上区分和关联认知实践的类型。与此同时,认识论学家的注意力通常集中在所提出的分类的工具逻辑和方法论功能上,这些功能指导科学家在理性认知的整体认知空间中(按主体、按认识论偏好、按方法等)。至于科学和认知活动的社会文化维度,它们(只要被考虑在内)大多与研究实践的类型学特征只有轻微的关联。与此同时,科学作为一个整体,今天正在经历重大的变化,除其他外,影响其社会文化参数的地位和方法功能,这显着改变了科学和认知活动的认知空间的配置。本文试图论证当代科学的哲学基础和方法论基础的问题化特征。在讨论这些问题时,考虑科学家如何实现他的方法论工具以及科学和认知活动的社会文化地位是至关重要的。作者认为,这些问题正步入当今哲学和方法论对科学反思的中心,迫使我们重新审视科学作为一种整体认知现象的意义(目标基础),从而审视其认知实践的类型学特征。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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