Home – Home – Jornals – "Philosophy of Education" 2021 number 3

Introduction. As a result of the systemic transformations that took place in Russian society at the turn of the 20th - 21st centuries, serious changes took place in the organization of the production of scientific knowledge and its subsequent transfer. In accordance with global trends, Russian universities in modern conditions are forced to focus on “Western” models, where one of the key indicators of success is the production of fundamental knowledge. The paper identifies the key functions of the system of science and education in modern conditions and identifies the positive elements of the previous experience in the development of educational systems that can be successfully adapted in the Russian conditions of post-industrial development. Methodology and methods of the research. The method of philosophical conceptualization used by the author made it possible to conduct a retrospective analysis of changes in the structure, form and methods of scientific knowledge production and its subsequent transmission in the university sector. With the help of this approach, it was possible to identify reforms that had a positive effect on the development of higher education, to determine the reasons why they were carried out and to identify the key elements of the organization of scientific and educational activities that contributed to the successful transition of the education and science system to a qualitatively new level in the changed socio-cultural conditions. The results of the research. It is shown that the university, state and corporate sectors of scientific research, functioning in modern conditions, were formed at the turn of the XIX-XX centuries. It was found that the transition period of the second half of the 19th century led along with the development of traditional universities and their evolution to the widespread creation of an alternative scientific and educational sector of an applied nature in the form of technical, agricultural, pedagogical, commercial and other similar types of colleges and institutes. It is substantiated that the simultaneous development of the university and non-university sectors led to the emergence of university dualism, within which the directions and forms of scientific research expanded. It is shown that the university sector is built on the model of integration of teaching and research, while the non-university sector is focused on the transfer of scientific, mainly applied knowledge. Conclusion. As a result of the work carried out, it was demonstrated that the successful development of the scientific and educational process does not require a complete transfer of academic science to universities. It is substantiated that the formation of university dualism makes it possible to simultaneously successfully develop scientific research in the university and non-university sectors.