Genesis and evolution of scientific and pedagogical knowledge

Rostov State Economic University, 48, Initsiativnaya str., Taganrog, Russian Federation

^* Corresponding author: moeve-25-moeve@yandex.ru

Abstract

From the position of axiological and systemic approaches the paper attempted to reflect the phenomenon of scientific and pedagogical knowledge, which genesis, evolution and formation was carried out in the process of historical development of society, bifurcational socio-cultural changes, and intensive deployment of knowledge in technological paradigms. The consideration of the essence and stages of the formation of knowledge, the main trends in its production and formation through the prism of changing, expanding and improving the terminological apparatus reflects the meanings in the philosophical ego-text of scientists, the development of emerging educational practices, new didactic samples. The authors conducted a typological analysis of the concept of “knowledge”, which makes it possible to state its indisputable philosophical significance, unconditional semantic content, undoubted phylogenetic essence, in accordance with which the paper appeals to cultural and historical paradigms; to education as the most important means of teaching and educating the subject; to the architectonics of the experience of becoming a subject in education by building knowledge potential and developing a thesaurus in a historical aspect, which contributed to the expansion of the sacred landscape of the individual by unfolding his practice of social design. Through the study of analytical differentiation and the identification of the orientation vector of scientific and pedagogical knowledge in the historical aspect, in the modeling of the cognitive picture of knowledge, the paper considers the development of the knowledge paradigm in technological paradigms through the problematic field of their main resource, basic factors, fundamental achievements and sources of narratives, which contributes to the establishment of the social nature of knowledge through the discovery of its main types, character, generation paths, markers of maturity.