ACADEMIC INTEGRITY AS A POLITICAL, LEGAL AND ETHICAL PROBLEM
In November 2018 The National Academy of Sciences of Ukraine (NASU) celebrated the 100-year anniversary. However, there is not time for triumph. The number of collaborators involved in the scientiﬁc research, according to government statistics, decreased by almost a third during the 2014–2017 period, expenditures on scientiﬁc research (in the calculation of percentages from to GDP) for the same period fell fourfold.Demographic problems and increase of labor migration have led to diﬃculties with the recruitment of students, resulting in poor school readiness, school graduates want to study “prestigious professions”, compromising these professions themselves. This processes of studying at a high school often acquires the character of imitation.One more painful problem is the reduction of the level of master’s, candidate’s and doctoral dissertations on the background of a decrease in the number of successful defense of these theses. That is, many post-graduate students use post-graduate (doctoral) courses counterproductively, without completing their preparation of competitive scientiﬁc work. The generally recognized “disease” of a national high school is its weak link with various labor markets and scientiﬁc researches. The same problems, only in other versions and variations, relate to Ukrainian “great science”. The main reasons for academic integrity and academic disintegrity can be diﬀerentiated into the following categories: worldview; morally-ethical; religious; philosophical and methodological; political; legal; social; technical-technological.In this article the main philosophical and methodological aspect of educational and scientiﬁc integrity is analyzed, the crisis of which can be largely explained by the relativism of the postmodern worldview. There are underlined demarcations between diﬀerent aspects of solving this complex problem: philosophical, ideological, moral, legal, administrative etc.
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