Dynamics of scientific communication in classical and non-classical science

The essence and role of scientific communication in research activity are revealed in this article. The forms, ways, mechanisms of scientific communication in the conditions of classical and non-classical science are detected. The concept ''scientific communication'' gets new senses and values in modern conditions. The scientific communication is one of the main mechanisms of science development, presented as information movement (information gathering - research process - reception of new information) which occurs by means of interaction of researchers. The scientific communication is the basic mechanism of functioning and science development. Opening the role of communication in the scientific knowledge, it is possible to allocate its basic functions in research activity: gnoseological and social. The gnoseological functions are as following: 1) registration of result of scientific knowledge - scientific knowledge - in the form of defined objectified system; 2) application of the unified scientific language accepted in a given scientific community, standards, formalisations, etc.; 3) through communication the system of world outlook, methodological and other specifications and principles is transferred; 4) transfer of the way of vision, paradigm, scientific tradition, implicit knowledge; 5) realisation of the form of development of knowledge and application of such ''communicative forms'' of knowledge and perception as an argument, substantiation, explanation, refutation, etc. Communication also carries out a number of social functions: 1) socialisation of the scientist; 2) stratification of the scientific community. Analysing transformations of the scientific communication at transition from classical to non-classical science it is necessary to pay attention to the role of the subject in the scientific activity and to revision of the concept of the scientific truth. The principle of a strict division of the subject and the object learnt and learning is laid at the base of classical science. The subject of classical science was considered as the participant of communication: it asked the questions to the realities and received answers to them. But, in fact, communication was unilateral. The validity of knowledge within classical science was provided with its conformity to the studied subject. The features of non-classical science are connected with the change of the scheme of the subject-objective relation. There is no clear demarcation line between the subject and object in science. The truth in non-classical science becomes a process, conventional, inter-subjective, interdisciplinary. Thus, realization of scientific communication is one of the major conditions of cognitive activity.

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