The Role of Philosophy in Developing a Researcher’s Capacity for Creativity

The article elucidates the pivotal role of philosophical knowledge in nurturing students’ capacity for scientific creativity. Grounded in D.B. Bogoyavlenskaya’s typology of cognition levels (stimulus-productive, heuristic, and creative), the authors illustrate that authentic creativity is not merely tied to the acquisition of subject-specific knowledge but is deeply rooted in personal engagement with science and the primacy of cognitive motivation. The decisive factor in sculpting a scientist’s creative potential lies in their immersion in the culture of philosophical thought, characterized by its pursuit of the universal, critical reflection on the foundations of cognition, and problematization of the apparent. Drawing from the experience of teaching philosophy to students in the natural sciences, the article showcases the significance of philosophical practices and pedagogical approaches that inspire students to creatively grapple with scientific quandaries within the context of cultural universals. Firstly, it emphasizes the cultivation of a culture of understanding as a process of grasping the essence of the phenomena under study. The importance of hermeneutic approaches and engaging with philosophical texts to deepen understanding is accentuated. Secondly, it highlights the refinement of communication skills and the experience of collective discourse as a mechanism for objectifying individual ideas and insights. Thirdly, it stresses the nurturing of independence and initiative in thinking, as well as personal investment in the research process, which constitute the bedrock of genuine scientific creativity. The culmination should be the emergence of a personality imbued with a culture of seeking the universal within the particular, equipped with sophisticated skills in categorical thinking, and enriched by the experience of philosophical reflection on the boundaries of entrenched paradigms of perceiving reality. The challenges and prospects of implementing the proposed model of philosophical engagement are examined, taking into account the social challenges of the information society and the psychological idiosyncrasies of the current generation of students. The authors arrive at the conclusion that philosophy, as the methodological nucleus of university education, ensures the integrity and openness of scientific knowledge, establishing the foundational value orientations and guiding principles for the creative endeavors of a future scientist.

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