Эффективная методология и ее место в интеллектуальной культуре

Abstract

Profound changes have taken place in the society of the XXI century. In culture and civilization, the determining role (dominance) passes from science and education to technology and technic. Against the background of the decline in the authority of science and education in society, the situation with the status of philosophy, as well as methodology, has worsened. This provision is due to the fact that the subject of philosophy is knowledge, and for methodology it is scientific knowledge. It is proposed to consider knowledge according to K. Popper’s concept of three worlds. With the giving of a substantial status to knowledge, its origin should no longer be represented as the result of a reflection of reality. Let us define knowledge as an addition to the physical and mental beginnings of a three-component being. In order to show the productivity of the proposed change, a system-cybernetic model of contradiction is given. In the interests of developing an effective methodology, we turn to the concepts of mono- and multi-aspect approaches to any creative work. The situations of ‘not meaningful incompleteness’ are shown, when the researcher does not even think about the varieties of aspects that open up to the specialist when he starts working with the name of the study, and ‘meaningful incompleteness’, when knowing that it is impossible to consider all the variants of the topic, he justifies why he preferred this trajectory. The technologies of the formation of the names of creative works are presented, taking into account the installation on a single-aspect or multi-aspect study. In the course of solving the task of improving the effectiveness of the methodology, the issues of ontological and epistemic characteristics of the subject are touched upon, which is supplemented by direct indications of the division of knowledge into those that form a controlled subsystem – concepts, and those that form a controlling subsystem – categories. Methods for working with categories are formed – categorical system methodology (CSM), theory of dynamic information systems (TDIS, DIS), DIS-technology. CSM and TDIS are not only bases for the development of effective methodological projects, but they are focused on solving the problems of knowledge synthesis, which, in turn, should focus not only on interdisciplinarity, but also on the multi-aspect of the studied. The proposals outlined here are implemented in practice and in the educational process.