UDC 37.0
https://doi.org/10.20339/AM.05-23.077
Anatoly V. Kupavtsev, Cand. Sci. (Pedagogy), Docent, Associate Professor of Departments of Physics, Bauman Moscow State Technical University, e-mail: avkup@bk.ru
Three hypostases of human existence are considered: the natural-scientific material world, the animate object of which he is, the biological form of life of an animate subject-individual, characterized by the presence of highly organized matter — the human brain, and the society of joint work, communication and ethic-cultural community of people, — and activity as an attribute of human life. The ability to act in the objective world, as well as to think in the cognitive world of human existence, are not transmitted genetically, but are assimilated in life and constitute the fundamental basis of all cognition. Socially confirmed experience of activity acquires the value of standards, cognitive “units” of reality. Cognition expresses the unity of dialectical reflection of the material world, socially-mediated historically-developing collective subject-practical practice and communication (communication) of all participants in the cognitive relationship. The material substrate, the psychophysiological basis of thinking are the functional systems of the brain, the afferent fields of the brain. A brief description of modern types of thinking is given.
Keywords: dialectical reflection of the world, thinking and cognition, types of thinking.
References
1. Marx, K., Engels, F. Works. 2nd ed. Vol. 42. P. 93.
2. Brushlinsky, A.V. On the formation of the mental. In: Psychology of personality formation and development. Moscow: Nauka, 1981.
3. Kupavtsev, A.V. Activity alternative in education. Pedagogika. 2005. No. 10. P. 27–33.
4. Lectorsky, V.A. Subject. An object. Cognition. Moscow: Nauka. 1980. 352 p.
5. Tsvetkova, A. Psychological capabilities of a person and problems of learning. Kommunist. 1986. No. 11. P. 49–58.
6. Sоlsо, R. Cognitive Psychology. St. Petersburg: Piter, 2006. 589 p.
7. Leontiev, A.N. Activity. Conscience. Personality. Moscow: Nauka, 2004. 352 p.
8. Irodov, I.E. Tasks in general physics. Moscow, 1998.
9. Feynman, R., Layton, R., Sands, M. Feynman lectures on physics. Iss. 4. Moscow: Mir Publishing House, 1965.
10. Korsunsky, M.I. Optics, atomic structure, atomic nucleus. Moscow: Fizmatgiz, 1967. 528 p.
11. Landsberg G.S. Optics. Moscow: GIT-TL, 1957. 759 p.
12. Savelyev, I.V. Course of general physics. Book 3. Molecular physics and thermodynamics. Moscow: Nauka: Fizmatlit, 1998. 208 p.
13. Vasiliev, A.M. Introduction to statistical physics. Moscow: Vysshaya shkola, 1980. 272 p.
14. Mayorov, A.A., Sedyakin, V.P., Shkurov, F.V. Information and cognitive learning technologies in a technical university. Izvestiya vuzov. Geodesy and Aerial Photography. 2016. No. 1.
15. Fabrikant, V.A. New in Engineering Education: Physics and its Role. Sovremennaya vysshaya shkola. 1974. No. 1 (5).
16. Idiаtulin, V.S. Cognitive factors of teachings process. In: Physical in system of engineering education countries EuАsEs. 2008. P. 165–167.
17. Shpolsky, E.V. Atomic physics. Vol. 1. Introduction to atomic physics. Moscow: Fizmatgiz, 1963. 576 p..
18. Kupavtsev, A.V. The cluster teaching. Alma mater (Vestnik vysshey shkoly). 2018. No. 12. P. 45–50. DOI: 10.20339/AM.12-18.045
.png)
