- •Give a definition of science. Open the three values of science.
- •2. Name the criteria (features) scientific. Determine each criterion.
- •3. Expand the example of your own science structure of scientific knowledge.
- •4. Define the object and subject of research. Open these concepts as an example of your science.
- •5. Show the difference between the scientific and religious world view as the two ways of perceiving the world.
- •6. Specify the differences between science and art as the two ways of knowing.
- •7.Formulate the concept of ‘scientism’ and ‘anti-scientism’. Arguments each of them.
- •8. Identify the difference between externalism and internalism in science. Give examples of each.
- •Identify the difference between externalism and internalism in science. Give examples of each.
- •9. Evaluate the unity and specify the differences between philosophy and science as two forms of rationality.
- •10. Expand the concept "quantifier of existence".
- •11. Display the fundamental differences between scientific, anti-scientific and extra-scientific knowledge.
- •12. A comparative analysis of the concepts: information, knowledge, wisdom.
- •13. Explain the three tasks of science.
- •14. Expand the 5 points of view on the problem of the beginning of science. Explain your position on this issue.
- •15.Explain the concept of verification and falsification in the science.
- •16 Name and define the form of non-scientific knowledge. Give examples of each.
- •17. Specify the main problems described in the text "Science without hope."
- •18. Determine the ability of the productive imagination.
- •19. Give your assessment of the text ‘The phenomenon of alternative science’.
- •20. Illustrate the essence of quasi-science and para-science.
- •21. Open the myths of your science.
- •22. Analyze "outstanding issues" of your science.
- •23. Define the concept of ‘knowledge’. Name the three characteristics of knowledge.
- •24. Consider the main ideas, hypotheses and theories on the topic "Knowledge".
- •25. Define the essence of thinking and show how it differs from the mind (intellect).
- •26.Identify and expand the main features pre-science.
- •27. Formulate and expand the scientific ideas and the main program of Antiquity.
- •Identify and expand the main features pre-science.
- •28. Expand the paradigm of ancient science.
- •29. Evaluate the major achievements of science in the Middle Ages (Europe and the Arab East).
- •31.Formulate discoveries and personalities in classical science.
- •32. Formulate and expand the main ideas and principles of classical science.
- •33. Expand the paradigm of classical science.
- •34. Name and expand the main ideas and principles of non-classical science.
- •35. Name and expand the main ideas and principles of the post-non-classical science.
- •36. Make the analysis of the socio-cultural environment of Kazakhstan science (5 parameters).
- •37. Give your assessment of the intellectual level of the Kazakhstan society.
- •38. Please rate the prestige of Kazakhstan science and formulate your recommendations on this issue.
- •39. Consider the main ideas, hypotheses and theories on the topic ‘Planet earth’. The Solar Nebular Hypothesis
- •A Cloud of Gas
- •Sun Formation
- •Planet and Asteroid Formation
- •40. Consider the main ideas, hypotheses and theories on the topic "Mind & Body"
- •41. Describe the content of the videotext "Agora" and formulate your conclusions on it.
- •42. Evaluate the main issues and features an ancient science in videotext "Agora".
- •43. Expand the content of the videotext "a Beautiful Mind" and make your own conclusions on it.
- •44. Consider the problem of creativity and personality of the scientist in videotext "a Beautiful Mind."
- •45. Show in the context of the video-text "a Beautiful Mind" and other examples of the difference of genius and talent in science.
- •46. Make a glossary of basic scientific ideas and concepts in videotext "Interstellar"
- •47. Describe the content of the videotext ‘Interstellar’ and formulate your conclusion on it.
- •48. Determine the nature of scientific creativity. Formulate the paradox of creativity. Evaluate the role of intuition in scientific discovery.
- •49. Consider the main ideas, hypotheses and theories on the topic "Universe"
- •Inflation
- •Inflation
- •50. Consider the main ideas, hypotheses and theories on the topic "Human Evolution".
37. Give your assessment of the intellectual level of the Kazakhstan society.
To determine the intellectual level of society, one of the way is determine a education of a country. In the modern world education is the base of a democratic lifestyle and culture. Therefore the modern education level is necessary for free and democratic society. Education is one of the main conditions of active participation of a person in political, economic, social and spiritual life of society. Commercialization of this system is especially distinguished from numerous innovations in an education system of Post-Soviet time. In our opinion, commercialization of education and upbringing contradicts an ideal of the humanity approving a worthiness of the person, ordering to recreate equal chances to everybody in familiarizing with general welfare to which, without doubt, knowledge, intellectual skills, abilities, and norms of decency, public disciplines also belong. The humanization of education assumes revival of the moral beginnings in cultural and creative mission of school, society as a whole. As the spiritual and cultural phenomenon humanity is shown as an ethical standard, a social ideal, a spiritual value, a principle of free will, mutual help and cooperation, respect for the rights and dignity of a person, justice, intolerance to oppression and violence, etc. We consider that in modern conditions updating of the content of education assumes theoretically and practically justified transition to a humanitarian paradigm of education development, a measure and the center of which is the person. The humanitarian paradigm of development of education assumes its humanitarization and humanization. From the point of view of the content of arts education it is necessary to speak about the following directions which have to be presented in it: philosophical, historical, culturological, economic, socio-political, ecological, physical. To humanize and humanitarize education means to make the main task of education free development of abilities of the person in all spheres of his activity through approach to achievements of world and domestic culture. Improvement of quality of higher and vocational education, preparation of graduates at the level of leading educational institutions of industrially developed countries is impossible without strengthening of spiritual component of educational and educational process. The basis of integrity of this process is the spiritual component of education assuming philosophical apprehension of life of the person and the problem of education of spirituality as the highest extent of development of the human beginning. Thus, it is necessary to estimate quality of education and educational programs, first of all, on depth of disclosure of abilities of a person as creative person.
38. Please rate the prestige of Kazakhstan science and formulate your recommendations on this issue.
The scientific potential of Kazakhstan is characterized by a high degree of direct and indirect impact of intellectual activity on social progress, economic growth and high social and economic payback in the Kazakhstan science and education.
With the movement of economic competition of the production area in science, new technologies, education, status, and level of development of these areas will be determined by the position of the country in the world. They have become a decisive factor in the success of the market, economic growth and scientific and technological progress.
But, unfortunately, to date, science in the minds of young people, which is the basis for further development and progress of the country, is not a potential sphere of their professional activity. By virtue of the low level of prestige, uncertainties and low financial profitability, science loses its value and appeal.
Development of scientific and intellectual potential of the youth of our State is a key issue, the solution of which requires certain actions and motivations, both by the State and society as a whole.
Solving urgent problems of today, youth, society, thus, lays the Foundation for its further development, because the youth of today, passing the primary socialization, tomorrow will be the active subject of social life, the main productive and creative force in society. Also today, become increasingly imperative need to study the institutionalization of youth. Requires serious scientific substantiation of the transition of young people from one life cycle stage to another. Thus, the total volume of issue of our work within the resource is defined (based on the idea to the youth as Manhejma. hidden resource) and the institutional and functional approach, supporters are Y.r. Vishnevsky and V.t. Shapko, where youth is a social institution.
In the work of the social role of science Max Weber argued that science has become something like arithmetic tasks created in laboratories or using statistical files one only cold reasoning rather than entire soul ....
To date, science and education are recognized as one of the top priorities of the long-term strategy "Kazakhstan-2030". The overall objective of educational reforms in Kazakhstan is the adaptation of education systems to the new socio-economic Wednesday. The President of Kazakhstan N.a. Nazarbayev was tasked to join the Republic in number of 50 most competitive countries of the world. In so doing, improve the education system plays an important role in achieving this goal.
In preparation for the new frames in 1993 by the Decree of the President of the Republic of Kazakhstan n. Nazarbayevwas established by the "Bolashak" international scholarship, which operates to the present day. This initiative is based on the idea of promoting talented youth in receiving quality education abroad for further use gained experience in Kazakhstan.
Thus, the prestige, the attractiveness of science and research activities for Kazakhstan is open and current. In turn the intellectual potential of young people, while today, unfortunately, does not have the expected application in the development of science in our country and remains a matter of very sharp and unresolved, requires some attention and concentration by society and the State.