Psychological Dimensions and Mechanisms of Acquiring Scientific Knowledge in Education
DOI:
https://doi.org/10.32405/2413-4139-2023-2(31)-41-54Keywords:
scientific knowledge, scientific cognition, scientific cognition in education, acquisition of scientific knowledge, acquirer of scientific knowledge, psychological dimensions and mechanisms of scientific cognition, personality, cognitive and affective mechanisms of scientific cognitionAbstract
The content of the article is an analysis of psychological dimensions and mechanisms of acquiring scientific knowledge in education. The phenomenon of acquiring scientific knowledge in education is considered in the context of the phenomena of scientific knowledge, scientific knowledge in education and the problems of psychological dimensions, mechanisms and algorithms of the cognitive activity of the acquirer of scientific knowledge in the conditions of modern educational institutions. Elucidation of the regularities of the relationship and interaction of the mentioned phenomena are contained in the content of a number of
the author's conceptual positions and interpretations given in the article. Acquisition of scientific knowledge is interpreted as a special type of human cognitive activity. The implicit goal of this activity is defined as obtaining information about the world in which the individual lives, in order to overcome uncertainty and related orientational, behavioral and existential uncertainty. Such an overcoming is needed by the individual in the final result, in order to harmonize the forms of his reactions and behavior within the framework of adaptive and epiadaptive forms of activity, and therefore his life as a whole, with the regular features of the organization and arrangement of the world. Congruence in interaction with the world for the sake of the quality of existence is what stands behind the desire to know it.
However, this desire inevitably gives rise to another specifically human motivation: the acquisition of objective knowledge about oneself, that is, knowledge that is obtained not only from the depths of one's
own life experience, but also from the sources of combined self-reflections of representatives of the species contained in direct scientific generalizations or in mediated artistic and literary visual reflections, which are also revealed after their appearance under the microscope of secondary scientific analytical reflection of art studies, literary studies, philosophy, psychology and other sections of science. Knowledge about the world and knowledge about oneself in their combination in one or another form and configuration is necessary for a person in order to expand the space and freedom of his vital activity. To do this, he needs to acquire not only the knowledge that makes it possible to navigate and act in the "four walls" of the immediate surrounding space, but also the knowledge that opens up the possibilities of free orientation and activity in a wide range of real life opportunities in the dimensions of the space of the big world. The potential of the greatest orientational, and therefore adaptive and epiadaptive value from the point of view of the individual's achievement of the specified goals contains scientific knowledge, which is the product of the cognitive activity of professional and spontaneous researchers of the world and man. This determines the value of scientific knowledge in education and the extraordinary importance of creating psychological and pedagogical conditions for the organization of such cognitive activity of acquirers of scientific knowledge in the educational process, which would not be preparation for its acquisition, but would be a simultaneous and successive process of full-fledged acquisition and acquisition of vital scientific knowledge.
The basic condition for achieving this goal is the development and application of educational technologies that contain the organizational, methodological and technological potential of ensuring the fusion of the educational process and the process of scientific knowledge in education, the natural predicted consequence of which will be the emergence of its emergent effects and results. Educational technologies that provide such an opportunity meet all the criteria and indicators of hi-tech, high educational technologies
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