Humanitarian knowledge and humanitarian education: the problem of relationships at the present stage

The purpose of the article is to identify the reasons for the actualization of modern humanitarian knowledge. The author begins the analysis by considering scienti c knowledge as a phenomenon. It is emphasized that the dominance of the subjective factor in humanitarian knowledge should be considered as its speci c characteristic. Since the subject of study in the humanities is in a state of permanent change, therefore, the methods of its research must each time adapt to its current state. The constancy of scienti c instruments in the humanities, on the contrary, is evidence of their stagnation. Until a certain point, collegial conventionality was inherent in humanitarian knowledge. However, in the 1960 1990ss. There was an active development of the humanities, and within one discipline one could nd many paradigms and scienti c schools debating among themselves. The author dwells on the analysis of the reasons that led to the transformation of humanitarian knowledge (the transition to a post industrial economy and information type of culture, interdisciplinarity, etc.). It is noted that the system of Russian higher education today is undergoing changes (partly due to Russia’s exit from the Bologna process in 2022), so one of the main tasks seems to be the need to build a new model of higher education. e humanities occupy one of the central places in this process, since one of their main functions is human development.