Scientific Schools as a Reflection of the Conceptual Statuses of Science

Aim. The aim of the article is to identify the signs and comprehend the activities of scientific schools as a reflection of the conceptual status of science.

Methodology. The main content of the study is the analysis of scientific literature, which reflects various aspects of the activities of scientific schools, analyzes the views of researchers on the role of scientific schools in the system of hierarchical relationships that arise in the process of scientific knowledge.

Results. The analysis showed that it is the scientific schools that determine the high status of scientific knowledge, are the basis for the further development of science as the only system of cognition of the facts and events of human existence, based on the systemic «collective mind» striving to cognize the Truth. Based on the results of the study, it was concluded that in order to classify a team of scientists as a scientific school, certain parametric grounds must be observed, which make it possible to say that a team of scientists has reached the level of a scientific school.

Research Implications. The new material on the topic under study has been summarized, criteria have been introduced into scientific circulation, allowing us to say that a team of scientists managed to create a scientific school, raising the status of the scientific problem under study to the level of true knowledge. The practical significance of the study lies in the fact that the results obtained can be used in the process of writing scientific research, textbooks, methodological materials on issues related to the role of scientific schools in the cognition of objective reality.

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