Resolution No. 1528 (2006) of the Parliamentary Assembly of the Council of Europe dated November 17, 2006, "On the Unwillingness of Students to Engage in Science" raised the relevant problem, highlighting the following among the reasons for such a decline in interest: “the education received by students is too abstract, often too distant from their daily experience and their interests. Instead of taking advantage of their curiosity and relying on the very positive image of scientists and science that formed among students in elementary school, the system of science education repels them from itself, the image of a scientist in mass media is not very attractive for young people aged 15 and older and does not encourage them to think about a career as a scientist, the study of scientific disciplines is perceived, and not unreasonably, as more complex and lengthy, compared to other disciplines…" [1].
But the issue is much deeper than just too high complexity of the presentation of the material in teaching students the methodology of science. The main problem lies in the absence (or, at any rate, fingers of one hand are enough to count them) of good textbooks that could be used to teach them this.
What should be the "cauldron" in which we should train future scientists who will be able to move science in breakthrough directions, to grow independently and to the level of the founders of their scientific schools? How to put this in them? What exactly and in what order should they read? What applied research tasks should they be immersed in? How to instil the culture of modern scientific work in them and what does it, the very culture of scientific work, consist of? How to create a research team and what is it ontologically?
The presentation by a sophisticated storyteller of the foundations, technologies, subtleties of scientific thinking, learning and teaching of all this - such literature has always been and will be in demand. But such literature is released depressingly rarely, and therefore each new volume attracts the attention and interest of the scientific and pedagogical community, the expert community. And the point is not only that the question of how and what to teach postgraduates and doctoral students is still one of the eternal ones but also that it is never harmful to anyone to systematize their knowledge, to see some things that they used to simply overlook or that they are formulated much more deeply or shown from a different angle of view than they are used to perceiving.