On the specifics of scientific and pedagogical schools in Russia

Abstract

The design and implementation of strategic objectives for the development of the modern education system in the Russian Federation primarily depends on its staffing, and, consequently, on the overall quality of scientific and educational activities of pedagogical universities in our country. Accordingly, the activities of pedagogical universities and institutes should be evaluated according to the complex criterion "the significance of the results obtained for the development of the national economy and society", which necessitates the need to overcome the problems associated with the naturally established demarcation of pedagogical theory and practice in order to set goals for the development of scientific and theoretical support for their activities. All this determines the relevance of the study. The article substantiates the factors of the development of modern education: the teacher-student scientific and educational communication system is gradually changing; researchers often work in a "project" mode that is not tied to any government structure; mobility (international, domestic, intersectoral, intra-organizational) is becoming the leading trend in the development of scientific personnel, which often leads to reducing the degree of controllability of scientific activity. The thesis is proved that, in fact, the leading mechanism for the development of scientific schools is collaboration, the implementation of which leads to self–regulating processes - network interactions between individual actors. The effectiveness of scientific cooperation directly depends on the absorption capacity of each participant to collaborate, on the activity and effectiveness of communication in agreeing on joint rules of interaction, ways of exchanging data and knowledge, explicit and implicit, initial for research and obtained during development. It is network interaction that is the means of carrying out project activities: in the conditions of an existing specific resource, it produces an innovative product with a new intellectual component of collective use and ownership. Based on the historical and pedagogical analysis carried out, modern ideas about scientific and pedagogical/ scientific and applied schools of the pedagogical university are characterized. The thesis is proved that this group of scientific schools has organizational features (openness, informality, intellectual component, a single research program, on the basis of which a set of tasks is solved, including personnel training, etc.), and development specifics.