Armyanskii ln., 4-2, Moscow, 101000, Russia


Alexandr Karpov1
  • 1 Bauman University, ul. Baumanskaya 2-ya, 5, Moscow, Russian Federation, 105005

Sociocognitive Foundations and a Model of Research Learning

2013. Vol. 10. No. 1. P. 119–134 [issue contents]

In the last 10 years, research educational paradigm has made its way from being a theoretical speculation to becoming a systematic factor of innovative development of society. Universities and research centers are building research- based networks, and; cognitive activity of students is consolidated in modern organizational forms tailored to the needs of high-tech businesses. All these are the signs of a new educational reality, which requires authentic models for its social construction.

The purpose of the studies included in this article was to analyze the social cognitive features, as well as the didactic and structural organization of the research- based training model, which was being formed in line with the movement towards a knowledge- productive society.

Thise article discusses the features of the cognitive attitude at the stage of social development, when science becomes a cultural dominant, defining economic and social structures. IOn the historical example of the Reformation, the author shows the origins of modern research- related attitude to cognition and the role of cultural context in the transformation of epistemic communities. The analysis of the educational program of ascetic Protestantism, which sought to empirically investigate the established laws of God, is provided.

Science, cognitive- based professions and economic structure are identified as paradigmatic motivators of the formation of modern cognition forms. A characteristic of a system of basic instrumental competencies of the new "cognitive" formation is provided. The author introduces the concept of dynamic competence, which relies on the ability to perceive the profound changes of paradigmatic type. The relationship is outlined between the overriding mechanism for social mobility and personal cognitive type, as well as the role place of cognitive role complexes in the new stratification of society. The author suggests a model of research training at a locus of research talent.

Institutionalization of epistemic (including educational) communities is not only a reproduction of cognitive traditions and cultural model of an established society. In today's dynamic society, the organization of correct forms of cognitive relationship is a strategic resource for both economic and spiritual changes.

Citation: Karpov, A. O. (2013). Sotsiokognitivnye osnovy i model' issledovatel'skogo obucheniya [Sociocognitive Foundations and a Model of Research Learning ]. Psychology. Journal of Higher School of Economics, 10(1), 119-134. (in Russian)
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