Scientific school as a promising level of development of the research team

The research problem and the rationale for its relevance. The scientific school is a multilevel social phenomenon. On the one hand, it is an organized social system with a multilayered list of scientific values. On the other hand, a scientific school is often understood only as a stable system of scientific attitudes and values. The current study decided not to sever the systemic connections between social associations and their cognitive attitudes. One of the relevant questions is the identification of the conditions, circumstances, and features of the external environment through which a scientific school develops. First of all, the current study will address the topic of the ontogenesis of the scientific school. It is assumed that temporary research teams are a beneficial environment for the formation and development of a scientific school. It has been previously found that participation in the activities of research teams contributes to the development of the scientific style of thinking of its members. During this stage, there is a need to check the validity of the statement that the research team is an effective environment for the formation of a particular scientific school with its inherent attributes. The attributive attributes refer to traditions, scientific values, patterns of behavior, and a common scientific style of thinking of its members. However, it is reasonable to note that not every research team has the potential to become a scientific school. Therefore, we formulate the goal of the study: to establish the relationship between the highest stage of development of a research team and the formation of such a social phenomenon as a scientific school. For its solution we need to establish the characteristics inherent in the scientific school and compare them with the characteristics of a highly developed research group. Methodology. We will point out as a guiding idea that the success of the development of the intellectual component of a personality depends on the degree of perfection of its emotional (affective) culture. According to the author, the concept of the cognitive field indicates that the mechanism of supportive development of emotions and intellectual processes extends not only to the individual personality, but also to social systems. Here we will formulate our methodological position more objectively: the research team, within which a unified scientific style of thinking is formed, as well as a high emotional (affective) culture can become a center of attraction for an initiative group of persons who share the system of scientific beliefs accepted in it. However, the affective component of a temporary research team can serve as the basis for the preservation of rational ideas and values over a long period of time. The preservation of cognitive and psycho-emotional links between a group of individuals, as well as the systematic exchange of knowledge between its representatives, is one of the signs of the formation of the scientific school. The main research tool was the method of participant observation, content analysis, as well as the analysis of scientific literature. Due to the direct observation of the development of various indicators of the scientific style of thinking in the members of D.F. Ilyasov's scientific school, interesting conclusions were made, which will be presented in the description section of the results of scientific research. The identity of status between the high-level stage of development of the research team and the research school was established through analysis of the scientific literature and participant observation. The research team was recognized as a promising and hopeful organizational condition for the formation of such a social phenomenon as the scientific school. Results. It was found that a scientific school is not a spontaneous formation and begins to form on the basis of temporary research teams. The stability of the interpersonal relations of a scientific school is obtained when a number of external and internal conditions are met. The following special conditions have been identified that contribute to the formation of a scientific school on the basis of the research team: 1) the leader of the team demonstrates an original scientific style of thinking; 2) the leader has ideas that can be characterized as emotionally intense and affective-involving; 3) the presence of opportunities and desire of team members to actively base their research on the values that are accepted in the team. It was also clarified that, since a scientific school is the pinnacle of the development of research teams, it is quite obvious that its residents form a unified scientific style of thinking. However, it was proposed to take into account one important paradoxical pattern, the mechanism of which was borrowed from vitaminology.