The historization of the methodological consciousness of a scientist (both in the field of natural science and in the field of humanitarian research) is becoming the most important factor of concrete scientific work. At the same time, the scientist’s awareness of the historical dimension of cognition and, accordingly, the historization of methodological reflection contains the possibility of philosophical and methodological conclusions capable of deforming science. In particular, references to history often serve as the basis for radical methodological relativism. The authors believe that the epistemological problematics arising in this context appeal to the topic of the historical self-awareness of the researcher, to the phenomenon of his selfawareness as a historical person and brings the cognitive aspects of such awareness into the focus. Besides that, in the field of philosophical and methodological research fell scientist’s reflections, expressed in some narrative about the history of the formation of his self-consciousness and motivation. The article demonstrates the epistemological perspective of the analysis of such reflections (scientist’s autobiographical narrative). In this article, the authors, appealing to the texts of historians, seek to show how through the prism of a narrative one can reveal the peculiarities of historicism in the reflection and self-consciousness of scientists and, in particular, analytically assess the cognitive risks generated by one or another direction of their self-consciousness. First of all, it is an assessment of the cognitive characteristics of self-deception. The article substantiates the idea that the interpretation of philosophical and methodological reflection as a narrative opens up the possibility for the effective application of cultural-historical epistemology in scientific research.
Students' internet usage attracts the attention of many researchers in different countries. Differences in internet penetration in diverse countries lead us to ask about the interaction of medium and culture in this process. In this paper we present an analysis based on a sample of 825 students from 18 Russian universities and discuss findings on particularities of students' ICT usage. On the background of the findings of the study, based on data collected in 2008-2009 year during a project "A сross-cultural study of the new learning culture formation in Germany and Russia", we discuss the problem of plagiarism in Russia, the availability of ICT features in Russian universities and an evaluation of the attractiveness of different categories of ICT usage and gender specifics in the use of ICT.