Classification of Sciences and Systematization of Knowledge for the General and Professional Integrative Education Content Design

The article highlights the need for a new classification of scientific knowledge in order to reform the educational doctrine in modern Russian society. Several reasons explain this position. First, the constantly increasing volume of information leads to the “lag effect” of educational programs in comparison to scientific achievements; the effect of “redundancy” of knowledge cannot be envisioned and learned within the school year. Second, the post-non-classical stage of science is marked by the interdisciplinary nature of any knowledge and a focus on its object, which limits its representation within the framework of classical scientific differentiation and results in the loss of a holistic view of the world, which is unproductive in the context modern man’s cognitive styles. Third, modern education has evolved to a practice-oriented system that helps students adapt to world situations, but it has not altered considerably. The article examines prior classifications of sciences and puts forward a new conceptual model of systematization of knowledge that takes into account society’s educational demands. The anthropic principle underpins the proposed model of classification of sciences and knowledge systematization. This model can be used to create new educational programs based on the logic of integrative education, define constant academic disciplines for general and professional education, the order in which they should be studied, and the possibility of constant modernization of knowledge without expanding the number of academic disciplines. The provided methodology of scientific classification and knowledge systematization is thought to be useful in addressing the pressing issues in current education.