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Historia – nauka idiograficzna czy nomotetyczna? Pytanie o zalety i ograniczenia naturalistycznych koncepcji nauk historycznych

100%

Rządeczka M.

Kultura i Wartości

2012

issue 4

81-88

Recent developments in history’s auxiliary disciplines and the gamut of methods which can be utilized by the contemporary historian inevitably beg for a revision of the methodological and philosophical approach to the discipline of history. Nowadays, radiocarbon dating, mathematical models of the spread of disease or statistical methods of text analysis are only a few of the methods used by the natural sciences which are crucial for historians. Methodological naturalism is often a threshold to epistemological and metaphysical naturalism. Some instructive examples of the naturalistic approach to history have recently been provided by the books and papers of Jared Diamond, James A. Robinson and Edmund Russell, who not only illustrate how the natural environment (soil composition, geology, biodiversity or epidemiological hazard) can be a major civilization forming factor, but also (in Diamond’s case) put forward the hypothesis that a crisis of civilization is often a repercussion caused by the mismanagement of the natural environment. According to Diamond this principle is applicable both to hunter-gatherers and modern societies. The scope and convincing scientific background of these analyses make it not only a methodological approach but also a thought-provoking metaphysical position. The main aim of this paper is to discuss the advantages and disadvantages of this naturalistic approach to the discipline of history and answer the question regarding history’s position among others disciplines.

Rozwój, jaki dokonał się w związku z wprowadzeniem do historii szeregu metod zaczerpniętych z nauk przyrodniczych i formalnych sprawia, że na nowo podjąć należy refleksję nad metodologicznym statusem tej gałęzi nauki. Rosnące możliwości prognostyczne nauk historycznych idą tu bowiem w parze z umacnianiem się naturalizmu metodologicznego, który nolens volens uznać należy za stanowisko filooficzne. Ta pozorna oczywistość jest jednak brzemienna w skutki. Naturalną konsekwencją ugruntowywania się naturalizmu metodologicznego jest tu bowiem rozwój naturalizmu epistemologicznego w odniesieniu do procesu poznania historycznego. Bliższe przyjrzenie się przedstawionym koncepcjom historii opartym na powyższych założeniach pozwala na pewną dozę optymizmu poznawczego, wynikającego z osłabienia tradycyjnego obrazu historii jako nauki na wskroś idiograficznej i całkowicie pozbawionej funkcji prognostycznych.

СУЧАСНІ УЯВЛЕННЯ ПРО ОСВІТНЄ СЕРЕДОВИЩЕ ЯК ПСИХОЛОГО-ПЕДАГОГІЧНИЙ ФЕНОМЕН

75%

Наталія К., Анжелa П.

Педагогічні науки: теорія, історія, інноваційні технології

2016

issue 9(63)

50-61

The article contains a brief overview of the features of the organization of the educational environment at different historical stages from the earliest times to the present. An attempt of theoretical analysis and interpretation of the concept of educational environment has been made. The peculiarities of its functioning in the modern scientific and pedagogical area have been covered. Analysis of the literature makes it possible to assert that there is no single classification of educational environments. The authors have analyzed the current scientific works containing the interpretation of the terms: “environment”, “environmental approach”, “educational environment”, “educational and developmental environment”, “information environment” and “sociocultural environment”. To achieve the purpose of the article there has been used an analysis of psychological and educational, and philosophical literature on the issues of the functioning and organization of the environment. Models, types and kinds of environments have been characterized. The analysis of the structural components of the educational environment has also been made. It’s been determined that modeling new types of educational environments by modern scientists is due to objective reasons. Fundamentally different style of studying is typical for the younger generation, who was born in the early 80s and later, and has grown up surrounded by digital media. Considering the fact that during the last decade the scientific concepts of “information educational environment”, “virtual educational environment”, “high-tech virtual network educational environment” were introduced, a short analysis of these definitions has been made. Interdependence of environmental processes and processes in the noosphere has been established. Basing on the analysis of psychological and educational, and philosophical literature authors have suggested that at this stage the worldwide information civilization has appeared and is developing, noosphere grows into infonoosphere – the global information space, and the concept of information gains a categorial status for philosophy of education. Regarding the fact that semantic and structural content of the term “information educational environment” is technological in nature, a concept of “information and developmental environment” has been detailed.

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1 Kultura i Wartości

1 Педагогічні науки: теорія, історія, інноваційні технології

1 2016

1 2012

1 Rządeczka M.

1 Анжелa П.

1 Наталія К.

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Historia – nauka idiograficzna czy nomotetyczna? Pytanie o zalety i ograniczenia naturalistycznych koncepcji nauk historycznych

СУЧАСНІ УЯВЛЕННЯ ПРО ОСВІТНЄ СЕРЕДОВИЩЕ ЯК ПСИХОЛОГО-ПЕДАГОГІЧНИЙ ФЕНОМЕН