The mission of philosophy in the formation of the human capital of young scientists: challenges of the XXI century

. The purpose of the article is to show changes in the requirements for the training of scientific personnel and to substantiate the tasks of university philosophy as an important element of such training. It is demonstrated that in the context of training of highly qualified personnel, science is one of the number of forms of labor activity, so stu-dents must acquire competences that will help them to solve professional tasks. Being inte-grated into the general system of training of certified specialists, the training of scientists is influenced by trends common to the development of education. If for most of the twentieth century it was a trend towards specialization, as well as formalization, today the focus is shifting to the development of universal competencies and the use of non-formalized educational strategies. This situation is caused by the influence of technological progress on the content of professional activity in various fields, which makes it impossible to predict what knowledge and skills employees might need in about 15—20 years. In this situation, it becomes expedient to train personnel of broad specialization and capable of rapid and effec-tive retraining. The author substantiates why this situation also affects the sphere of scientific work, where the processes of digitalization and redistribution of functions between natural and artificial intelligence are becoming the trigger. It is proved that in these conditions philosophy as an educational discipline is designed to provide a high level of development of universal competencies of young scientists — in addition to systematic and critical thinking, the ability to historical-philosophical and prospective vision of the development of science. This makes a significant contribution to the formation of the human capital of those who, starting today their professional path, will in the future determine the fate of science — not only as a cognitive enterprise, but also as a socio-cultural phenomenon.