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Философия/6 Философия науки

Rakhmatullin Rafael

Bashkir State Agrarian University, Russia

Methodological knowledge in the structure of science

Methodology is the doctrine of the organization of activity. Methodological knowledge consists of several structural levels. Different authors differentiate these levels in different ways. So, in the works of V.A. Yadova and G.M. Andreeva identified three levels of methodological knowledge, and in V.N. Druzhinina – five. The structural model of methodological knowledge is quite widely spread, in which four levels are distinguished: 1) the level of philosophical methodology; 2) the level of general scientific methodology; 3) level of specific scientific methodology; 4) level of procedures and research techniques. At the first level, the scope of the methodology is philosophical knowledge. It does not exist in the form of a section of philosophy – the whole system of philosophical knowledge fulfills the methodological functions

The second level – the general scientific methodology – is a theoretical proposition that can be applied to all or to most scientific disciplines. This includes, for example, the concepts of systemic scientific analysis, the structural and functional approach, information principles for describing complex systems, etc. At this level, general problems of constructing scientific research, ways of implementing theoretical and empirical activities, in particular, general problems of constructing an experiment, observations And modeling [1].

The third level – a concrete scientific methodology - is a set of methods and principles applied in a particular science. The methodology of sectoral science includes both problems specific to scientific knowledge in this field, as well as issues considered at higher levels of methodology, for example, problems of the system approach or modeling. However, the involvement of methodological tools from the overlying levels can not be of the nature of a mechanical transfer: in order to give a real and not an imaginary effect, these means must necessarily receive the relevant substantive interpretation and development.

The fourth level – technological methodology – is the methodology and technique of research, that is, a set of procedures that ensure the receipt of reliable empirical material and its primary processing. At this level, methodological knowledge has a clearly expressed normative character [2].

All levels of methodology are interrelated. At the same time, the philosophical level acts as a universal methodology and a substantive basis for all methodological knowledge [3, p. 23-24; 4; 5]. True, this means that with the change of the philosophical paradigm, the methodologies also change [6].

Why do we need a methodology? First, it ensures the clarity and clarity of the statement of the problem both on the part of content and form. In other words, on the basis of certain principles and methodological norms, it is possible to formulate competently a question that requires a solution. Secondly, the methodology carries out a worldview interpretation of the results of science. Any discovery, any new facts and findings need to be explained and included in the system already known knowledge. For example, the discovery of new properties of elementary particles posed a problem: either to try to explain them from the standpoint of the previous methodology, or to reconsider some of the principles of this methodology. Thirdly, the methodology allows us to develop a strategy for the development of science and practice Fourth, the methodology stimulates the development of science and practice. Obsolete methodologies that do not correspond to new scientific data, of course, can not be effective. That is why there is a change in methodological approaches, that the formulation of new norms and principles allows, as it were, "to open the curtains" for a better vision of the range of possibilities. Fifth, the methodologists to the necessary funds to solve the tasks. For example, the psychoanalytic methodology offers its own resources both for studying the psyche and the impact on it, while the sociological indicator points to the necessary tools for carrying out sociological studies and their interpretation. Sixth, the methodology makes it possible to describe and evaluate the activities of the researcher and to develop recommendations and rules, that is, the norms that a person must guide in his activity. It is about analyzing the structure of activity itself, including motivation, goals, tasks, actions, tools and methods, and evaluation of results. An appeal to these questions helps improve the organizational aspect of research of any problems or transformation of the studied objects. This should also include the methodology for assessing the personality of the researcher, his influence on the results of the study.

Литература:

1. Рахматуллин Р.Ю. Герменевтическая функция образа в процессе обучения // Вестник Карагандинского университета. 2012. № 4. С. 74-79.

2. Рахматуллин Р.Ю., Хабибуллин Р.М. Эксперимент в научном познании // Молодежь. Образование. Наука. Материалы VI Российской ежегодной научной конференции аспирантов и молодых ученых. Уфа: Восточная экономико-юридическая гуманитарная академия (Академия ВЭГУ), 2011. С. 36-38.

3. Абдуллин А.Р., Рахматуллин Р.Ю. История и философия науки // пособие для аспирантов. Уфа: Восточный институт экономики, гуманитарных наук, упр. и права, 2007. 152 с.

4. Лукманова Р.Х., Столетов А.И. Об особенностях философского знания // О вечном и преходящем Сборник научных статей. Уфа, 2012. С. 27-36.

5. Rakhmatullin R. Why are so many philosophies? // Nauka i studia. 2015. Т. 10. С. 112-114.

6. Рахматуллин Р.Ю. Философия в бакалавриате: приглашение к дискуссии // Профессиональное образование в современном мире. 2013. № 3 (10). С. 28-34.