Status of Scientific Knowledge in the Era of Information-Digital Reality

- Ковальов, Олександр Георгійович (orcid.org/0000-0002-1743-2366) (2023) Status of Scientific Knowledge in the Era of Information-Digital Reality Pedagogical innovation: ideas, realities, perspectives, 2 (31). pp. 26-31. ISSN 2413-4139

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Abstract

The article explores the problem of scientific knowledge, the primary structural element of scientific education, in relation to information. It is demonstrated that the process of forming scientific knowledge has its roots in Ancient Greece. The conceptualization of scientific knowledge in relation to opinion, perspective, and intuition, which lack a reasoned position regarding the understanding of the subject or phenomenon, is carried out. The author notes that various philosophical methodologies emerge as a result of scientific inquiry, aiming to achieve true knowledge: empiricism and rationalism. The author notes that because of scientific inquiry, various philosophical methodologies are formed, aiming to achieve true knowledge: empiricism and rationalism. In the context of the latter, rules for reason and method have been developed with the goal of elevating ordinary consciousness to the level of scientific awareness. The article emphasizes that scientific knowledge does not emerge as a general concept but is differentiated into types, depending on the application of certain methodological principles: rational knowledge, emotional (intuitive-imaginative) knowledge, and humanitarian knowledge. In the interaction of these types of knowledge, the world emerges for humans in the form of a rationally and logically justified image. It has been proven that today, as a result of the fourth scientific and technological revolution, opposition to knowledge is represented by information. Access to information is facilitated by the Internet, which opens up colossal opportunities for communication and the exchange of knowledge and information. The clarification of the definitions of the concepts “knowledge” and “information” will allow for a more precise determination of the principles of the theory of scientific education. The article notes that alongside “knowledge”, the concept of “information” is one of the fundamental elements in modern science and is foundational in information theory. In turn, scientific knowledge serves as the basis for new information and new knowledge. It is emphasized that in the conditions of the information-digital world, a series of epistemological problems arise in the interrelation between knowledge and information, which scientific education can and should address.

Item Type:	Article
Keywords:	scientific knowledge; information; scientific education; methodology; education; cognition
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 00 Prolegomena. Fundamentals of knowledge and culture. Propaedeutics > 001 Science and knowledge in general. Organization of intellectual work > 001.1 Concepts of science and knowledge Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 1 Philosophy. Psychology
Divisions:	Institute of the gifted child > Philosophy and Methodology of Human Innovative Development Department
Depositing User:	н.с. Олена Василівна Онопченко
Date Deposited:	22 Jul 2024 16:48
Last Modified:	22 Jul 2024 16:48
URI:	https://lib.iitta.gov.ua/id/eprint/741818

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