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STEPS OVER THE HORIZON OR MOVING TOWARDS THE ABYSS?

Philosophy of Science , UDC: 101; 530.1 DOI: 10.24412/2078-9238-2024-452-53-71

Authors

  • Korchazhkina Olga M. Candidate of Technical Sciences

Annotation

The article examines the impact of current trends in the development of science and the acceleration of scientific and technological progress on the future of mankind, plus discusses some ways to overcome the crisis in understanding the global world order. The research is based on the analysis of the two fundamental works made by European scholars of the XX–XXI centuries — Werner Heisenberg’s “Steps beyond the Horizon” (1977) and Edgar Morin’s “To the Abyss? Our origin is ahead of us” (2007). Although Heisenberg’s optimism contrasts to Morin’s anxiety, the object of these emotions is their shared opinion regarding the importance of the way of how the man understands the boundary of the surrounding reality. One must stop the race to progress before this boundary and think about one’s future. Heisenberg calls this boundary the horizon, beyond which the man must overcome the deformation of mindset and thereby gain new opportunities for cognition. As for Morin, this border is presented in the image of the abyss, on the edge of which one needs to linger and realize the inevitability of the catastrophe, thus receiving a chance for salvation that means to find a new birth from the Chaos, which threatens the man with destruction. The materials presented in the article allow not only to trace the parallels in the philosophical ideas of the two pillars of world science, but also to feel their connection with the assessment of scientific achievements of the XXth and XXIst centuries in the works of modern Russian and foreign scholars.
Tags:
Crisis , E. Morin , global world order , scientific and technological progress , scientific mindset , the Man and Nature , W. Heisenberg

How to link insert

Korchazhkina, O. M. (2024). STEPS OVER THE HORIZON OR MOVING TOWARDS THE ABYSS? Bulletin of the Moscow City Pedagogical University. Series "Pedagogy and Psychology", № 4 (52), 53. https://doi.org/10.24412/2078-9238-2024-452-53-71
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