The main functions of science can be represented in the following sequence:
- cognitive,
- explanatory,
- practically effective,
- predictive,
- worldview,
- social memory, etc.
First, the explanatory potential of science is limited by the scale of the socio-historical practice of mankind.
Secondly, the completeness of the explanation of any phenomenon of reality always rests, like a blank fence, on the problem of the sufficiency of the foundations of science. A large (and most reliable) part of the modern edifice of science is built by the hypothetical-deductive method, in which all particular statements and laws of the theory are logically deduced from general primary assumptions, postulates, axioms, etc. However, these primary postulates and axioms are not derivable and, therefore, not provable within the framework of a given theory, are always fraught with the possibility of refutation. This also applies to all fundamental, i.e., the most general theories. Such, in particular, are the postulates of the infinity of the world, its materiality, symmetry, etc. It cannot be said that these statements are completely unproven. They are "proved" at least by the fact that all the consequences deduced from them do not contradict each other and reality. But after all, we can only talk about the reality we have studied. Beyond its limits, the truth of such postulates turns from unambiguous into probabilistic. So, the very foundations of science are not absolute and, in principle, can be shaken at any moment.
These and many other limitations of the explanatory potential of science clearly show that its possibilities, although great, are not unlimited. Therefore, discounting other ways of mastering the world (philosophical, aesthetic, religious, etc.) is obviously not justified.
The essence of the practical-effective function of science lies in the fact that science not only explains how the world works, but at the same time provides a method, i.e. a system of rules and practices for dealing with it. It is socio-historical practice that acts as the main guideline for science: it is, firstly, the main source of scientific knowledge, and secondly, its goal. It is believed, for example, that the science of astronomy was generated by navigation, mechanics - construction, geometry - land management, etc. Linking the Practical Needs of Society to Development modern science no less obvious however, it is not so simple and straightforward. This connection is clearly manifested only in the end, ultimately, in a long historical perspective. In determining its immediate needs and interests, science, especially fundamental science, is largely independent. The relationship of science with practice is in the nature of a "self-imitating reaction" - anything caused by the demands of practice scientific discovery generates mass practical applications, which are usually not thought of in the process of scientific research. And growing like a snowball practical use scientific ideas has the opposite, stimulating effect on the development of science.
It is difficult to overestimate the importance of such a function of science as prognostic. Its relevance to the end of the XX century. increased many times over. The reasons for this are obvious: the current state of the relationship between society and nature, the increased conflict of geopolitical, national and other relations, the tension of the demographic situation - these and many other global problems are fraught with a threat to the very existence of mankind. For the emergence of these problems as negative, unforeseen consequences of the growing activity of mankind, science bears a considerable responsibility. Who, if not her, should determine the degree of danger of these problems, look for acceptable ways to solve them.
The ideological function of science is given by its very essence. A worldview is usually understood as a system of general views on the world and a person's place in it. The main types of worldview: mythological, religious, everyday, scientific. It can be said that the birth of science at the same time marked the emergence of a new type of worldview, i.e. such a system of views on the existence of the objective world, which is characterized by the same features as scientific knowledge in general - objectivity, consistency, consistency, etc. Between the concepts of "worldview" and "science" cannot be equalized. Indeed, along with rational knowledge worldview includes the perception of the world, social attitudes, attitude to the world, etc. However, it is science that forms its information basis, and also determines the very way of building a general picture of the world, provides it with consistency and depth. According to the depth of comprehension of reality in the sciences, two levels are distinguished:
empirical;
theoretical.
The problem of the difference between the theoretical and empirical levels of scientific knowledge is rooted in the difference in the ways of ideal reproduction objective reality, approaches to the construction of systemic knowledge. Other, already derivative, differences between these two levels follow from this. For empirical knowledge, in particular, the function of collecting, accumulating and primary rational processing of experience data was historically and logically fixed; its main task is to fix the facts. Explanation, interpretation of these empirical facts is a matter of theory.
The considered levels of cognition also differ according to the objects of study. Conducting research at the empirical level, the scientist deals directly with the studied natural and social objects. The theory operates exclusively with idealized objects ( material point, ideal gas, absolutely solid, ideal type, etc.). All this causes a significant difference in the methods of research used. For the empirical level, such methods as: observation, description, measurement, experiment, etc. are common. Theory prefers to use the axiomatic method, hypothetical-deductive, the method of ascent from the abstract to the concrete, system-structural and structural-functional analysis, etc.
The fundamental difference between the theoretical level of scientific knowledge and the empirical one was realized in science only at the beginning of our century. And closer to its end, the idea that this “section” of the structure of scientific knowledge is not limited to empirical and theoretical, that there is also a certain third level of organization of scientific knowledge, which acts as a metatheoretical prerequisite for the most theoretical activity, began to receive more and more recognition. in science. The most famous in this regard in recent decades received the concept of the American historian and philosopher of science Thomas Kuhn.
In the methodology of science, Kuhn introduced a fundamentally new, fundamental concept - "paradigm". The literal meaning of this term is "sample". It fixes the existence of a special way of organizing knowledge, implying a certain set of prescriptions that define the nature of the vision of the world, and therefore influence the choice of research areas. The paradigm also contains generally accepted solutions specific problems. Paradigmatic knowledge is not actually a “pure” theory (although, as a rule, this or that fundamental theory serves as its core), since it does not directly perform an explanatory function. It provides a certain frame of reference, i.e., it is a prerequisite and a prerequisite for the construction and justification of various theories.
Being a metatheoretical formation, the paradigm determines the spirit, style scientific research. According to T. Kuhn, the paradigm is “... recognized by all scientific achievements, which for a certain time provide a model for posing problems and their solutions to the scientific community.
Its content is reflected, as a rule, in textbooks, in the fundamental works of leading scientists, and the main ideas penetrate into the mass consciousness. The paradigm recognized by the scientific community for many years determines the range of problems that attract the attention of scientists, it is, as it were, an official confirmation of the genuine scientific nature of their studies. To paradigms in the history of science, T. Kuhn included, for example, Aristotelian dynamics, Ptolemaic astronomy, Newtonian mechanics, etc. The development, increment of scientific knowledge within, within the framework of such a paradigm, was called "normal science". A paradigm shift is nothing more than scientific revolution. illustrative example– change of classical physics (Newtonian) to relativistic (Einsteinian).
Ministry of Education of the Kyrgyz Republic
Kyrgyz National Technical University
named after I. Razzakov
Department of Philosophy and Social Sciences
Completed: Art. gr. SSP-1-04
Yusupov E.
Bishkek 2004.
Plan:
1. Introduction;
2. Social functions of science;
2.1 Pcognitive and ideological functions of science;
2.2 The function of science as a direct productive force;
2.3 function of scienceas a social force;
2.5 Other social functions of science;
3. Conclusion;
4. List of used literature.
1. Introduction.
Without science in modern society, its intellectual and production power, the security of the state is impossible. Science has become an important criterion for the civilization and culture of peoples. Scientific and technological development is the main trend of historical progress at the turn of the XX-XXI centuries.
Today we can say that science in modern society plays an important role in many industries and areas of people's lives. Undoubtedly, the level of development of science can serve as one of the main indicators of the development of society, and it is also, undoubtedly, an indicator of economic, cultural, civilized, educated, modern development states.
The growing role of science in public life has given rise to its special status in modern culture and new features of its interaction with various layers of social consciousness. In this regard, the problem of the features of scientific knowledge and its relationship with other forms is acutely posed. cognitive activity(art, everyday consciousness, etc.).
This problem, while philosophical in nature, is at the same time of great practical significance. Understanding the specifics of science is a necessary prerequisite for the introduction of scientific methods in the management of cultural processes. It is also necessary for constructing a theory of management of science itself in the conditions of scientific and technological revolution, since the elucidation of the patterns of scientific knowledge requires an analysis of its social conditioning and its interaction with various phenomena of spiritual and material culture.
Science performs a number of functions in society. The function of science is understood as the external manifestation of one or more of its essential properties. The functions reveal the possibilities and abilities of science to participate in solving the cardinal problems of the life of society, in creating more favorable conditions and content for people's lives, in shaping culture.
As the main criteria for distinguishing the functions of science, it is necessary to take the main types of activities of scientists, their range of duties and tasks, as well as the areas of application and consumption of scientific knowledge. Some of the main features are listed below:
1) cognitive function given by the very essence of science, the main purpose of which is precisely the knowledge of nature, society and man, the rational-theoretical comprehension of the world, the discovery of its laws and patterns, the explanation of a wide variety of phenomena and processes, the implementation of prognostic activity, that is, the production of new scientific knowledge;
2) worldview function, of course, is closely related to the first, its main goal is the development of a scientific worldview and a scientific picture of the world, the study of the rationalistic aspects of a person’s attitude to the world, the rationale for a scientific worldview: scientists are called upon to develop worldview universals and value orientations, although, of course, philosophy plays a leading role in this matter;
3)production, the technical and technological function is designed to introduce innovations, new technologies, forms of organization, etc. into production. Researchers talk and write about the transformation of science into a direct productive force of society, about science as a special "workshop" of production, referring scientists to productive workers, and all this just characterizes the given function of science;
4) today, in the conditions of the scientific and technological revolution, one more concept is more and more clearly revealed in science, it acts as social force. This is most clearly manifested in those numerous situations today, when the data and methods of science are used to develop large-scale plans and programs for social economic development. When compiling each such program, which, as a rule, determines the goals of the activities of many enterprises, institutions and organizations, it is fundamentally necessary for the direct participation of scientists as carriers of special knowledge and methods from different areas. It is also significant that in view of the complex nature of such plans and programs, their development and implementation presuppose the interaction of the social, natural and technical sciences.
5) cultural, the educational function lies mainly in the fact that science is a cultural phenomenon, a noticeable factor in the cultural development of people and education. Her achievements, ideas and recommendations have a noticeable effect on the entire educational process, on the content of program plans, textbooks, on technology, forms and methods of teaching. Undoubtedly, the leading role here belongs to pedagogical science. This function of science is carried out through cultural activities and politics, the education system and the media, the educational activities of scientists, etc.
2. Social functions of science.
Science performs a number of functions in society. The function of science is understood as the external manifestation of one or more of its essential properties. The functions reveal the possibilities and abilities of science to participate in solving the cardinal problems of the life of society, in creating more favorable conditions and content for people's lives, in shaping culture.
The social functions of science are not something given once and for all. On the contrary, they historically change and develop, like science itself; moreover, the development of social functions is an important aspect of the development of science itself.
Modern science is in many respects essentially, radically different from the science that existed a century or even half a century ago. Its entire appearance and the nature of its interrelations with society have changed.
2.1 Pcognitive and ideological functions of science.
Science develops, first of all, a scientific picture of the world as a body of knowledge about nature, society and man. In this process, it appears cognitive(epistemological) function, as well as ideological, since the scientific picture of the world (being) does not exist in its pure form in the minds of people. It is correlated by a person with the ordinary, mythological, religious, philosophical understanding of the world, is constantly overestimated.
cognitive function given by the very essence of science, the main purpose of which is precisely the knowledge of nature, society and man, the rational-theoretical comprehension of the world, the discovery of its laws and patterns, the explanation of a wide variety of phenomena and processes, the implementation of prognostic activity, that is, the production of new scientific knowledge;
Worldview function, certainly closely related to the cognitive function, its main goal is the development of a scientific worldview and a scientific picture of the world, the study of the rationalistic aspects of a person’s attitude to the world, the rationale for a scientific worldview: scientists are called upon to develop worldview universals and value orientations, although, of course, the leading role in this matter plays philosophy;
Science develops, first of all, a scientific picture of the world as a body of knowledge about nature, society and man. In this process, a cognitive (epistemological) function is manifested, as well as an ideological one, since the scientific picture of the world (being) does not exist in its pure form in the minds of people. It is correlated by a person with the ordinary, mythological, religious, philosophical understanding of the world, is constantly overestimated.
The order in which these groups of functions are listed, in essence, reflects the historical process of the formation and expansion of the social functions of science, that is, the emergence and strengthening of ever new channels of its interaction with society. So, during the period of the formation of science as a special social institution (and this is the period of the crisis of feudalism, the emergence of bourgeois social relations and the formation of capitalism, that is, the Renaissance and the New Age), its influence was found, first of all, in the sphere of worldview, where during all this time there was a sharp and stubborn struggle between theology and science.
In the Middle Ages, theology gradually won the position of the supreme authority, called upon to discuss and solve fundamental worldview problems, such as the question of the structure of the universe and the place of man in it, the meaning and highest values of life, etc. In the sphere of emerging science, problems of a more private and “earthly” nature remained.
In the Copernican coup that took place four and a half centuries ago, science challenged theology for the first time for its monopoly to determine the formation of a worldview. This was the first act in the process of penetration of scientific knowledge and scientific thinking into the structure of human activity and society; it was here that the first real signs of the emergence of science into worldview problems, into the world of human reflections and aspirations, were discovered. After all, in order to accept the heliocentric system of Copernicus, it was necessary not only to abandon some of the dogmas that were affirmed by theology, but also to agree with ideas that sharply contradicted the ordinary worldview.
A lot of time had to pass, which absorbed such dramatic episodes as the burning of G. Bruno, the abdication of G. Galileo, ideological conflicts in connection with the teachings of Ch. Darwin on the origin of species, before science could become the decisive authority in matters of paramount ideological significance, concerning the structure of matter and the structure of the Universe, the origin and essence of life, the origin of man, etc. It took even more time for the answers offered by science to these and other questions to become elements of general education. Without this, scientific ideas could not become an integral part of the culture of society. So, the ideological function of science helps a person not only to explain the knowledge about the world known to him, but also to build it into an integral system, to consider the phenomena of the surrounding world in their unity and diversity, to develop his own worldview.
Simultaneously with this process of the emergence and strengthening of the cognitive and ideological functions of science, the pursuit of science gradually became in the eyes of society an independent and quite worthy, respectable sphere of human activity. In other words, the formation of science as social institution in the structure of society.
2.2 The function of science as a direct productive force.
Responding to the economic needs of society, science realizes itself in the function of a direct productive force, acting as the most important factor in the economic and cultural development of people. It was large-scale machine production, which arose as a result of the industrial revolution of the 18th-19th centuries, that constituted the material basis for the transformation of science into a direct productive force.
The production, technical and technological function is designed to introduce innovations, new technologies, forms of organization, etc. into production. Researchers talk and write about the transformation of science into a direct productive force of society, about science as a special "workshop" of production, classifying scientists as productive workers, and all this just characterizes this function of science.
Discussing the functions of science as a direct productive force, these functions seem to us today, perhaps, not only the most obvious, but also the first, primordial. And this is understandable, given the unprecedented scale and pace of modern scientific and technological progress, the results of which are tangibly manifested in all sectors of life and in all spheres of human activity. However, historically, the picture appears in a different light. The process of turning science into a direct productive force was first recorded and analyzed by K. Marx in the middle of the last century, when the synthesis of science, technology and production was not so much a reality as a prospect.
During the formation of science as a social institution, the material prerequisites for the implementation of such a synthesis matured, the intellectual climate necessary for this was created, and an appropriate system of thinking was developed. Of course, even then scientific knowledge was not isolated from rapidly developing technology, but the connection between them was one-sided. Some of the problems that arose during the development of technology became the subject of scientific research and even gave rise to new scientific disciplines.
So it was, for example, with hydraulics, with thermodynamics. Science itself gave little practical activity - industry, agriculture, medicine. And the matter was not only in the insufficient level of development of science, but above all in the fact that practice itself, as a rule, did not know how, and did not feel the need to rely on the achievements of science, or even simply take them into account systematically. Until the middle of the 19th century, cases when the results of science found practical application were episodic and did not lead to a general awareness and rational use of the richest opportunities that the practical use of the results of scientific research promised.
Over time, however, it became obvious that the purely empirical basis was too narrow and limited to ensure the continuous development of the productive forces and the progress of technology. Both industrialists and scientists began to see in science a powerful catalyst for the process of continuous improvement of the means of production. The realization of this drastically changed the attitude towards science and was an essential prerequisite for its decisive turn towards practice, material production. And here, as in the cultural and ideological sphere, science was not limited to a subordinate role for long and quite quickly revealed its potential as a revolutionary force that radically changes the appearance and nature of production.
An important aspect of the transformation of science into a direct productive force is the creation and strengthening of permanent channels for the practical use of scientific knowledge, the emergence of such branches of activity as applied research and development, the creation of networks of scientific and technical information, etc. Moreover, following industry, such channels also appear in other branches of material production and even beyond. All this entails significant consequences for both science and practice.
If we talk about science, then it first of all receives a new powerful impetus for its development, since "the application of science to direct production itself becomes for it one of the defining and motivating moments." For its part, practice is more and more clearly oriented towards a stable and continuously expanding relationship with science. For modern production, and not only for it, more and more wide application scientific knowledge acts as an indispensable condition for the very existence and reproduction of many types of activity that arose in their time without any connection with science, not to mention those that are generated by it.
Today, in the conditions of the scientific and technological revolution, one more group of functions is more and more clearly revealed in science - it begins to act and as a social force directly involved in the processes of social development. This is most clearly manifested in those rather numerous situations today, when the data and methods of science are used to develop large-scale plans and programs for social and economic development. When compiling each such program, which, as a rule, determines the goals of the activities of many enterprises, institutions and organizations, it is fundamentally necessary for the direct participation of scientists as carriers of special knowledge and methods from different fields. It is also significant that in view of the complex nature of such plans and programs, their development and implementation presuppose the interaction of the social, natural and technical sciences.
The functions of science are very important social force in decision global problems modernity. An example of this is environmental issues. As you know, rapid scientific and technological progress is one of the main reasons for such phenomena dangerous to society and man as exhaustion. natural resources planet, growing pollution of air, water, soil. Consequently, science is one of the factors of those radical and far from harmless changes that are taking place today in the human environment. Scientists themselves do not hide this. On the contrary, it was they who were among those who were the first to sound the alarms, it was they who were the first to see the symptoms of an impending crisis and attracted the attention of the public, political and political to this topic. statesmen, business leaders. Scientific data play a leading role in determining the scale and parameters of environmental hazards. In this function, science affects social management. A curious example confirming that science has always tried to present itself as an additional social force is associated with the first demonstration of such a purely "contemplative" instrument as the telescope, which Galileo, introducing to the senators of the Venetian Republic, promoted as a means of distinguishing enemy ships by "two or more hours" earlier.
Science in this case is by no means limited to the creation of means for solving the goals set before it from the outside. Both an explanation of the causes of an environmental hazard, and a search for ways to prevent it, the first formulations environmental problem and its subsequent refinements, the promotion of goals to society and the creation of means to achieve them - all this in this case is closely connected with science, which acts as a social force. In this capacity, science has a complex impact on social life, especially intensively affecting the technical and economic development, social management and those social institutions that are involved in shaping the worldview.
2.4 Cultural function of science.
The cultural, educational function lies mainly in the fact that science is a cultural phenomenon, a noticeable factor in the cultural development of people and education. Her achievements, ideas and recommendations have a noticeable effect on the entire educational process, on the content of program plans, textbooks, on technology, forms and methods of teaching. Undoubtedly, the leading role here belongs to pedagogical science. This function of science is carried out through cultural activities and politics, the system of education and the media, the educational activities of scientists, etc. Let us not forget that science is a cultural phenomenon, has a corresponding orientation, and occupies an exceptionally important place in the sphere of spiritual production.
The cultural function of science is not reducible only to a productive outcome, i.e. to the fact that the results of scientific activity also constitute the total potential of culture as such. The cultural function of science is strong in its procedural nature. It involves, first of all, the formation of a person as a subject of activity and cognition. Individual cognition itself takes place exclusively in cultivated, social forms accepted and existing in culture. The individual finds ready-made (“a priori” in the terminology of I. Kant) means and methods of cognition, joining them in the process of socialization. Historically, the human community of a particular era has always had common language means, and general tools, and special concepts and procedures - a kind of "glasses" through which reality was read, a "prism" through which it was viewed. Scientific knowledge, penetrating deeply into everyday life, constituting an essential basis for the formation of consciousness and worldview of people, has become an integral component social environment in which the formation and formation of personality takes place.
Science, understood as a sociocultural phenomenon, cannot develop outside the development of knowledge that has become public property and is stored in social memory. The cultural essence of science entails its ethical and value content. New possibilities of the ethos of science are opening up: the problem of intellectual and social responsibility, moral and moral choice, personal aspects of decision-making, problems of the moral climate in the scientific community and collective.
2.5 Other social functions of science.
On the basis of a rather motley and diverse overall personal picture of the world, an individual forms an attitude towards himself, other people and their nature. Rethinking the picture of the world is carried out in relation to the needs and interests, ideals and norms of life. Knowledge changed in this way acquires value for the subject, is compared with the values of other subjects, the whole society. This manifests itself axiological function of science.
Cultural and educational, educational function lies mainly in the fact that science is a phenomenon of culture, a noticeable factor in the cultural development of people and education. Her achievements, ideas and recommendations have a noticeable effect on the entire educational process, on the content of program plans, textbooks, on technology, forms and methods of teaching. Undoubtedly, the leading role here belongs to pedagogical science. This function of science is carried out through cultural activities and politics, the system of education and the media, the educational activities of scientists, etc. Let us not forget that science is a cultural phenomenon, has a corresponding orientation, and occupies an exceptionally important place in the sphere of spiritual production.
predictive function - science allows a person not only to change the world according to their desires and needs, but also to predict the consequences of such changes. With the help of scientific models, scientists can show possible dangerous trends in the development of society and give recommendations on how to identify them.
Managerial - regulatory function is expressed in the fact that science must develop ideological and theoretical and methodological foundations management and regulation, first of all it concerns social phenomena and processes. Scientists, managers, sociologists, psychologists, political scientists and economists provide information support for the management and regulatory process. advising employees of the state apparatus, their practical advice are able to increase the efficiency of management decisions, improve organizational structures, service and business relations; scientific workers through their pedagogical activity can significantly raise the level of managerial culture of leading cadres.
Ideological-successive, traditional function ensures the inheritance, the preservation of all the achievements of the scientific "collective intelligence", scientific memory, the connection of times, the continuity of different generations of scientists, the transmission of the traditions of the research relay race, certain norms, values and ideals in the field of scientific production, community and ethos.
Practical-effective function to a certain extent, it integrates all other functions of science, characterizes it as a universal transforming social force that is capable of changing the whole society, all its spheres, aspects and relations. This function is carried out mainly through the practical, production activities of people, in which the process of materialization, "reification" of scientific knowledge, ideas of scientists takes place.
Conclusion.
In my report, I considered such an important topic in philosophy as "The Social Functions of Science". Opening the topic, I showed that the social functions of science were and remain relevant, since the functions of science reveal the possibilities and abilities to participate in solving the cardinal problems of the life of society, in creating more favorable conditions and content for people's lives, in shaping culture.
The growing role of science in public life gave rise to its special status in contemporary culture and new features of its interaction with various layers public consciousness. In this regard, the problem of the peculiarities of scientific knowledge and its correlation with other forms of cognitive activity (art, ordinary consciousness, etc.) is acutely posed. This problem, being philosophical in nature, at the same time has great practical significance. Understanding the specifics of science is a necessary prerequisite for the introduction of scientific methods in the management of cultural processes. It is also necessary for constructing a theory of management of science itself in the context of the development of scientific and technological revolution, since the elucidation of the patterns of scientific knowledge requires an analysis of its social conditioning and its interaction with various phenomena of spiritual and material culture.
At the threshold of the 21st century - the century of the development of science and high technologies, the social functions of science are rapidly multiplying and diversifying, thus arousing hope in solving a variety of problems that arise in the course of social development.
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Science performs important functions in modern social life. General function– to be expedient and effective activity of people. AT general view the following functions of science can be distinguished:
Cognitive:
· consists in the fact that science is engaged in the production and reproduction of knowledge, which ultimately takes the form of a hypothesis or theory that describes, explains, systematizes the acquired knowledge, contributing to the prediction of further development, which allows a person to navigate in the natural and social world.
The cognitive function is given by the very essence of science. Its main purpose is the knowledge of nature, society and man, the rational theoretical comprehension of the world, the discovery of its laws and patterns, the explanation of a wide variety of phenomena and processes, the implementation of prognostic activity, that is, the production of new scientific knowledge.
Cultural and ideological(science as a factor in the development of universal culture and education of the individual):
not being a worldview itself, science fills the worldview with objective knowledge about nature and society and thereby contributes to the formation human personality as a subject of cognition and activity, while science is a public property, being preserved in social memory and constituting the most important part of culture;
Educational:
Practically effective:
This function acquired a special role during the scientific and technological revolution of the mid-twentieth century, when there is an intensive "scientificization" of technology and "technization" of science, i.e. science becomes a direct productive force, participating in the creation of production at a modern level, while simultaneously penetrating other spheres of society - health care, communications, education, everyday life, forming such branches of science as sociology, management, scientific organization of labor, etc.
Social management function.
· It is connected with the fact that science is used to control social processes. The data and methods of science are used to develop ambitious plans and programs for social and economic development. When compiling each such program, which, as a rule, determines the goals of the activities of many enterprises, institutions and organizations, it is fundamentally necessary for the direct participation of scientists as carriers of special knowledge and methods from different fields. It is also significant that in view of the complex nature of such plans and programs, their development and implementation presuppose the interaction of the social, natural and technical sciences.
The functions of science are distinguished depending on the general purpose of its branches and their role in the development of the surrounding world with a constructive purpose. Functions of Science- this is an external manifestation of any of its essential properties. According to them, one can judge its ability to participate in solving the problems posed to society, and the ability to create more favorable conditions for people's lives and the development of culture.
The functions of science are distinguished according to the main activities of researchers, their main tasks, as well as the scope of the acquired knowledge. Thus, basic functions of science can be defined as cognitive, ideological, industrial, social and cultural.
cognitive function is a fundamental, given by the very essence of science, the purpose of which is the knowledge of nature, man and society as a whole, as well as the rational-theoretical comprehension of the world, the explanation of processes and phenomena, the discovery of patterns and laws, the implementation of forecasting, etc. This function is reduced to the production of new scientific knowledge.
Worldview function largely intertwined with the cognitive. They are interrelated, since its goal is to develop a scientific picture of the world and the worldview corresponding to it. Also, this function implies the study of a rationalistic attitude of a person to the world, the development of a scientific worldview, which means that scientists (along with philosophers) must develop scientific worldview universals and corresponding value orientations.
Production function, which can also be called a technical and technological function, is necessary for the introduction of innovations, new forms of organization of processes, technologies and scientific innovations in manufacturing industries. In connection with it, it turns into a kind of “workshop” that works for the benefit of society, in which new ideas and their implementation are developed and implemented. In this regard, scientists are even sometimes referred to as production workers, which characterizes the production function of science as fully as possible.
social function began to stand out especially in recent times. This is due to the achievements of the scientific and technological revolution. In this regard, science turns into a social force. This is manifested in situations where the data of science are used in the development of social and economic development programs. Since such plans and programs are complex in nature, their development involves close interaction between various branches of the natural, social and
cultural functions science (or educational) comes down to the fact that science is a kind of cultural phenomenon, an important factor in the development of people, their education and upbringing. Achievements of science have a significant impact on the educational process, the content of education programs, technologies, methods, etc. This function is implemented through the media, journalistic and educational activities of scientists.
Structure and functions of science closely connected. Objective existence includes three main areas: and society. In this regard, three main elements are distinguished in the structure of science. According to the sphere of reality being studied, scientific knowledge is divided into natural science and social science (the sciences of man and the sciences of society).
Natural science investigates everything related to nature. It reflects the logic of nature. The structure of natural science teachings and knowledge is complex and varied. It includes knowledge about matter, the interaction of substances, chemical elements, living matter, Earth, Space. From here the fundamental natural-science directions develop.
Social science studies social phenomena, systems, their structures, processes and states. These sciences provide knowledge about various social relations and relationships between people. scientific knowledge about society unite three areas: sociological, economic and state-legal.
A separate area is knowledge about a person and his consciousness.
Science performs important functions in modern social life. In general, the following functions of science can be distinguished: 1) cognitive - consists in the fact that science is engaged in the production and reproduction of knowledge, which ultimately takes the form of a hypothesis or theory that describes, explains, systematizes the acquired knowledge, contributing to forecasting further development, which allows a person to navigate in the natural and social world; 2) cultural worldview - not being a worldview itself, science fills the worldview with objective knowledge about nature and society and thereby contributes to the formation of the human personality as a subject of cognition and activity, while science is a public property, remaining in social memory and constituting the most important part of culture; 3) educational content fills educational process, i.e. provides the learning process with specific material, science develops methods and forms of education, forms an education strategy based on the developments of psychology, anthropology, pedagogy, didactics, and other sciences; 4) practical - this function acquired a special role during the scientific and technological revolution of the middle of the 20th century, when there is an intensive "scientificization" of technology and "technization" of science, i.e. science becomes a direct productive force, participating in the creation of production at a modern level, while simultaneously penetrating into other spheres of society - health care, communications, education, everyday life, forming such branches of science as the sociology of management, the scientific organization of labor, etc.
