The Significance of the Discipline “History and Philosophy of Science” for the Formation of a Scientist

The indispensable role of the discipline “History and Philosophy of Science” in helping postgraduate students address existential problems and achieve successful self-realization is demonstrated. Two main theses are presented. First, in an existential dimension, the discipline “History and Philosophy of Science” performs a crucial and irreplaceable psychotherapeutic function for the scientific community, especially for its younger and more inquisitive members. Second, this discipline represents the self-awareness of science as a special form of culture. It is shown that “History and Philosophy of Science” is the result of productive interaction between philosophy and science: philosophy helps scientists resolve worldview-related existential issues and determine directions for productive scientific inquiry, while scientists provide philosophers with concrete and reliable knowledge that serves as the basis for philosophical constructions. It is noted that teaching this discipline creates broad opportunities for the use of problem-based learning methods and enhances both the self-esteem and the sense of pedagogical significance among instructors themselves. A brief overview of the development of this discipline in Russia is provided. Various challenges in teaching “History and Philosophy of Science” are characterized, and possible ways to address them are proposed.

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