Sociologist L. G. Borisova: two missions of a scientist against the background of institutional transformations of science and education
E. A. Erokhina
Institute of Philosophy and Law, Siberian Branch of the Russian Academy of Sciences, Novosibirsk, Russia
Keywords: reform of science and education, Novosibirsk Akademgorodok, scientific sociological schools, pedagogical systems, communal movement
Abstract
Introduction. The paper, using the example of the creative biography of Lyudmila G. Borisova and the history of the formation of sociology in Novosibirsk Akademgorodok, discusses the possibility of replicating unique scientific and educational innovations in the institutional space of Russian society. Methodology. The methodology is based on the concept of the diversity of the transition to modernity. The method of research of scientific schools in the context of the relationship of the structure of science with the social problems of society, the biographical method and the method of research of intellectual networks. The empirical base of the research is based on L. G. Borisova’s documents from the Open Archive of the SB RAS: office documentation, materials of personal origin, scientific publications. Discussion. The key milestones of L.G. Borisova’s biography are revealed in the context of institutional transformations of science and education in the late USSR, the development of the Novosibirsk Scientific Center (NSC); the history of the formation of sociological trends in Novosibirsk Akademgorodok is shown, the features of one of them, the sociology of education, are revealed. The characteristic of a special, ascetic type of Russian scientist is given. The history of the successes and failures of the two missions of L. G. Borisova as the organizer of sociological research and the initiator of the introduction of the system of collective creative activity (CTD) in education. Conclusion. L. G. Borisova’s activity as an ascetic scientist was guided by the following principles: unity of word and deed, public service and the usefulness of science for society. She translated these ideas into relationships with students and colleagues. The new stage of Russian reforms in education has significantly reduced the autonomy of professional communities of scientists and teachers, narrowed the recruitment base for science and pedagogy, and increased the alienation of professionals from decision-making. In the changed conditions, her departure turned out to be irreplaceable for the scientific school.
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