Philosophical education of physicians: technologies of scientific creativity as an educational subject and a problem of philosophy of science

Abstract

The article is devoted to the phenomenon of creativity and technologies of scientific creativity as an educational subject and philosophical discipline. It is shown that this problem is at the intersection of philosophy of education and philosophy of science. The experience of teaching the elective discipline "Technologies of Scientific Creativity. Fundamentals of Academic Writing and Rhetoric" at the Shupyk National University of Healthcare of Ukraine proves the actuality and relevance of philosophical disciplines dedicated to creativity as an important educational component of postgraduate doctor’s training.

The study uses general scientific and philosophical methodology. The article shows that there are many paradigmatic and theoretical approaches to defining and understanding of creativity phenomenon from the standpoint of philosophy, pedagogy, psychology, and art. At the same time, there is an insufficient development of technology of scientific creativity concept, which is often identified with general scientific methodology. The importance of irrational components of scientific creativity process as an inspiration, amazement, personal experience is showed in the context of philosophy of science. It is emphasized the need for transdisciplinary integration of the methodological principles of natural sciences, social sciences and humanities for solving of creativity and technologies of scientific creativity problems, as well as a special role of the humanities.

A critical analysis of training results shows that, on the one hand, the philosophical knowledge of postgraduate students is enriched, which helps them navigate the diversity of views on creativity, on the other hand, the instability, vagueness of the term creativity, the plurality of paradigmatic and theoretical views and concepts complicate the process of mastering the educational material. The conducted research has practical significance for teaching humanitarian disciplines dedicated to the development of scientific creativity in higher educational institutions.