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authorities, unlike European science, where their influence in the system of
scientific reproduction was strong) and the personal attitude to scientific
production, the trust to the recommendations of the scientific elite is significant,
despite the fact that conflicts between its
representatives, as was said, are natural
for science itself.
It is worth mentioning separately (but it is hardly worthwhile to dwell on them in
detail) and T. Kuhn's throwing about whether NSh enters into the system of
"normal science", in which the paradigm dominates – the key concept of his
naukovedic position: before its subsequent revision, he believed that , as soon as
the paradigm in science takes precedence, the scientific school becomes obsolete.
In connection with the concepts of the university and academic formats that
institutionalize European scientific research (see above), which I introduced into
non-economic circulation, it is worth paying attention to the curious distinction of
the so-called. "Classical" – created on the basis of universities, and "modern" –
created on the basis of the scientific research institute (NII, for Russia –
organizations in the Academy of Sciences) of scientific schools, presented in 1973
K.A. Lange. Indeed, the very notion of a scientific school is concatenated by
scientific and educational tasks, whereas the academic "kunst" environment is
scientifically applied with the bank of knowledge and rarities, initially seemingly
not connected with educational tasks (however, again, given that the second
almost immediately arose from the first – see ibid.). In this sense, the NS of a
modern type arises either as a secondary phenomenon with respect to already
existing scientific problems, or as a way out of the scientific and educational
environment into the applied field of the collective under the leadership of the
opinion leader (as it was in
the times of the USSR, when whole
institutions with all
resources were created in this way ), but not initially in the educational function,
while the classical NS, being created in such a function initially, through education
not
only translates knowledge, but also produces them.
Of the fundamental works of recent times, it is impossible not to mention the
thesis for a doctor's degree by T. Pavelieva "Scientific schools in the system of
science: philosophical analysis" [3].
Acquaintance with the author's abstract makes it clear that the very theme of
dynamics and the life cycle, in particular – the prospects for the development of