Stavropol', Russian Federation
The main content of the study is the analysis of the conceptual range of “science”, “scientifi c knowledge”, “multidimensionality of scientifi c knowledge”. Particular attention is paid to the role of a systemic approach that guide the learning process and ensure the formation of a knowledge system. It is shown that scientifi c knowledge diff ers from ordinary knowledge by singling out their architecture, which is a set of characteristics. A generalized characteristic of the concept of “scientifi c knowledge” from diff erent points of view — gnoseological, logical, categorical, functional and didactic.
science, knowledge, scientific knowledge, systemic approach, multifaceted scientific knowledge
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