author:
Oksana Yakymchuk (https://orcid.org/0000-0002-9729-8389)
Relevance of the research lies in the need for philosophical substantiation of educational strategies that would contribute to the preservation and development of Ukraine’s science capital in the face of the challenges of armed aggression and post-war reconstruction.
Problem statement. The term “science capital” remains little used in the domestic socio-humanitarian discourse, and its heuristic potential is not sufficiently revealed. Therefore, philosophical reflection on educational strategies for the preservation and development of science capital should also be carried out subject to a preliminary analysis of the essence of the concept.
Analysis of recent research and publications. The studies of theorists of science capital (L. Archer, B. Wong, J. DeWitt, etc.) proved fruitful for the study. In the current socio-cultural situation, studies of the potential of civic education and civic science for the development of research skills of young people (A. Bowser, S. Hecker, M. Hackley, etc.) became important. The work used the approaches of domestic authors (O. Kostrytsia, S. Lazurkevych, O. Popovych), who consider the problem of the development of science capital with a focus on the challenges of armed aggression, the problem of its preservation and development in the post-war period, as well as domestic theorists in the field of STEM education (O. Borzyk, O. Yemets, etc.).
Research task: to conceptually develop the concept of “science capital” for its further heuristic use in Ukrainian philosophical and educational discourse, and to analyze the philosophical strategies of Ukrainian education as a tool for the preservation and development of science capital.
Main material presentation. The article consistently considers the issues of researching the conceptual content of the concept of “science capital” in modern socio-humanitarian discourses, and the analysis of education as a factor in its preservation and development. It was possible to consider it as a component of philosophical and educational studies in connection with the theoretical heritage of P. Bourdieu, to reveal the problems of science capital as a result of involving educational subjects in research activities, to demonstrate the potential of civic science (education), to explore the challenges of preserving and developing science capital precisely in the conditions of socio-cultural upheavals of modern Ukraine.
Conclusions. The development of science capital should become the center of educational reforms with the corresponding development of cultural and social capital, the formation of specific behavioral patterns and educational practices in education. This also requires the creation of a holistic ecosystem of engagement with science in educational institutions, support for citizen science practices, and STEM (STEAM, STREAM, etc.) education should be considered as an effective strategy for the development of science capital, focusing on the development of skills and abilities in young people necessary for the future research (science-intensive) profession.
Keywords: philosophy of education, Ukrainian education, modernization of education, science capital, socio-cultural challenges.
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