Abstract
In the modern education system, strategies for improving the scientific potential of universities are being developed, in light of which issues related to streamlining the work of scientific schools in universities and large-scale involvement of students in research of scientific schools are being updated. The phenomenon of a scientific school is considered as an effective mobile reserve on the way to increase the scientific component in a university. Attention is focused on the ambiguity of the concept of a scientific school and the lack of a unified conceptual approach in relation to the definition of this concept. Emphasis is placed on philosophical studies of the phenomenon of the scientific school. The criteria of success of a scientific school are analyzed. Particular attention is paid to the continuity of generations in a scientific school and the importance of personal contacts between teacher and student. A scientific school will cease to exist if it is not replenished with new personnel, the cultivation of young scientists is the most important task of modern higher education. A significant difference between the scientific school and the research team is revealed. The value of a scientific school in the professional development of a researcher is shown on the example of the M. A. Rozov’s theory of social relay races. It is concluded that scientific schools are an integral part of education and the successful existence of scientific schools requires further study and an integrated science-research approach.
Highlights
The phenomenon of a scientific school is considered as an effective mobile reserve on the way to increase the scientific component in a university
Attention is focused on the ambiguity of the concept of a scientific school and the lack of a unified conceptual approach in relation to the definition of this concept
Emphasis is placed on philosophical studies of the phenomenon of the scientific school
Summary
Что научная школа является действенным мобильным резервом на пути эффективного наращивания в вузе исследовательского и научного потенциала, проблема определения и понимания феномена научной школы является важной для настоящего момента [1]. Г. Ярошевский указывает на незаконченность определения понятия научной школы и выделяет научные школы как коллективы исследователей, научно-образовательные школы, а также школы в виде научных направлений [4]. Для развития научной школы необходимо постоянное взаимодействие опытных и начинающих исследователей, учителей и учеников, необходима преемственность идей [6].
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