Abstract: This article makes an attempt to reviews the scientific revolution in physics of the XVII century in the context of ideas, proposed and substantiated in the book of the Western philosopher Thomas Kuhn “The Structure of Scientific Revolutions”; main attention is focused on the process of creation of Newton’s mechanics as an antipode to the mechanics of Aristotle, and the world system of Ptolemy. The author illustrates such theses of T. Kuhn as the “change of paradigm and anomaly”, “duration of the change of paradigm”, “constructiveness of the scientific crisis”, and others. Philosophical concepts of Galilei, Copernicus, and Newton are being analyzed as a methodological system. As testified by the history of mathematical and physical sciences, natural scientific knowledge during the process of its rapid development often experiences crises, which are accompanied by the reconsideration of the main fundamental positions and approaches towards the description and research of the basic concept of the universe, paradigm bases, role of one or another prerequisite constructs of the new discoveries, correlation between separate fragments of knowledge associated with the reframing of the earlier determined and established in the conscience of the scientific society logical-conceptual links.  

Abstract: In this article the review of modern researches on the theory of knowledge is given, the new interdisciplinary endeavour which purpose is to research biological prerequisites of human knowledge and to explain features of knowledge on the basis of the modern evolutionary synthesis and Michael Polanyi's philosophy of science is considered. Application of the evolutionary approach allows to allocate a new foreshortening in the theory of knowledge. This approach is based on rationalistic attitudes and is focused on consideration of real cognitive processes, on research of real informative process by the means of modern science. Analysis of modern researches on the theory of knowledge allows to pay attention to the new methodology which can be described as the 'naturalistic' approach. This approach tries to analyze all kinds of philosophical problems from the scientific standpoint using specific scientific knowledge. For the purposes of the present research the authors believe it is necessary to analyze the new interdisciplinary endeavour aimed at studying biological prerequisites of human knowledge and to explain features of knowledge based on the modern evolutionary synthesis. As a conclusion, the authors state that the analysis of knowledge from the biological point of view shows that there is an opportunity to broaden our cognitive area. The consecutive understanding of biology as a science about interaction of living systems with environment and among themselves defines a methodological position of Lorentz which he called a hypothetical realism after Campbell. 

Abstract: The article is devoted to the crisis of physics that happened at the turn of the XIXth and the XXth centuries. The crisis is viewed in terms of the ideas suggested and proved by Thomas Kuhn in his book 'The Structure of Sientific Revolutions'. The main attention is paid to the crisis of Newtonian classical mechanics and the 'birth' of Einstein theory of relativity, the Rutherford–Bohr model of the hydrogen atom and quantum mechanics that logically proceeded therefrom. 
In the course of its development natural science has reviewed the main fundamental provisions and paradigms as a result of reconsideration of previously established and adopted by the academic community logical relations such as 'cause and effect', 'reason and phenomenon', 'grounds and theory based thereupon' as well as inspirational, causal and systems determinations. The main research method used by the authors is the method of the reconstruction of cognitive representations of that epoch in terms of the modern concept of the physical picture of the world. The main conclusion is that Thomas Kuhn's theory of scientific revolutions 'highlighted' a number of important methodological peculiarities of the crisis of physics at the turn of centuries and allowed to develop particular methodology based on those peculiarities and sometimes even took a new look at them and compare them to the typical peculiarities of later 'scientific revolutions'. 

Abstract: The condition of education in the modern world is rather contradictory. On the one hand, education in the XXI century became one of key spheres of human activity; achievements in this sphere formed the basis for social and scientific and technological transformations attributable for the present times. On the other hand, expansion of the scope of education and changes in its status are followed by the aggravation of problems in this sphere which testifies to the education crisis. Finally, during the last decades searches for ways of overcoming the education crisis have led to formations of the considerably new educational system. In this regard, it is important to provide scientific substantiation of social and economic mechanisms of managing modern education using the system approach and structural analysis. It is also important to carry out the methodological analysis of different concepts of management. The authors of the article describe the two main vocational functions of a head of a vocational educational organization that are actualized under the conditions of introduction of new programs. These are motivational and goal setting function and organizational and methodological function. An important condition of successful implementation of modernization changes in the system of vocational education is the balanced implementation of the aforesaid functions. This, in turn, requires goal-oriented activity from regional institutions of additional vocational training on preparing heads to perform motivational/goal setting and organizational/methodological functions as part of the vocational education improvement.

Abstract: In their article the authors discuss the philosophical understanding of aresearch dialogue and a classification of dialogues in the pedagogical research space, dialogue as a mean of obtaining new pedagogical knowledge and a form of a multidimensional reflection by participants of the positions, ideas and approaches; and also as a form of research cooperation. The logical bases of the dialogue argumentation focused on such segments as argument to tradition, authority, common sense, belief, analogy are in detail discussed; the statement "pedagogical dialogue as an instrument of obtaining new knowledge" is also covered. The main research methods used by the authors are the premised analysis of a phenomenon from the point of view of the studied problem field, heuristic synthesis and a retrospection of the studied problem.The article covers the following problems: philosophic representation of a research of a dialogue, classification of pedagogical dialogues; dialogue as a method of scientific discovery and a form of multiaspect reflection by participants of their ideas, approaches and positions and as a form of scientific cooperation.

Abstract: The present article is devoted to the processes of transformation of pedagogical knowledge at the modern stage of its development and consequential peculiarities of modern pedagogical research. Special attention is paid to  pedagogical methodology.
Pedagogy is a socio-humanitarian science and therefore the following question is especially important: what have been the changes in social sciences caused by the new postnonclassical paradigm of knowledge (the last third of the XX century) and what impact these changes have had on pedagogy. 
Even though Russian and Western social transformations have happened in completely different environments, there is one feature they have in common. Today both Western and Russian societies are nonstable or transitional communities. In terms of self-organization theory this means that these societies are at the bifurcation point where even a slightest or accidental influence may lead to choosing the path of a sustainable development. The research methods used in this article include retrospective analysis, analysis of issues and contents of the academic field, discovery of contradictions and 'blindspots', development of approaches to solving practical research issues and developing theoretical concepts and heuristic synthesis. The main conclusions of this research prove the thesis that being a true 'representative' of socio-humanitarian knowledge, today's pedagogy does not only encourage the search for historical roots and prerequisites of modern knowledge, it alo makes researchers to study principles of knowledge creation, knowledge structure and the process of obtaining knowledge. This demonstrates that pedagogy is moving from the empiric/descriptive stage of development to the stage of serious theoretical grounds when pedagogy can even perform the predictive function.