КОГНИТИВНАЯ НАУКА И ОБРАЗОВАНИЕ

Владимир Митрофанович Воронин, Марк Матусович Ицкович, Зинаида Афанасьевна Наседкина, Сергей Владимирович Курицын, Антон Алексеевич Кащеев, Юлия Александровна Москвина, Нина Николаевна Улижева

科研成果: Article

摘要

Cognitive sciences present an interdisciplinary synthesis of sciences, connected by one problem field. The main peculiarity and novation of cognitive science in the study of cognition is in the multidisciplinal dialogue, that creates a common ground of the philosophy of science, neuroscience, theory of information, linguistics, psychology. The relevance of the problem field of the cognitive research is determined also by the features of modern society in its deve-lopment. This unity becomes possible in the modern conditions of the sixth technological order, that covers the development of nanotechnology along with the intense deve-lopment of cognitive sciences. This mode is characterized firstly by the fact, that the informational society is changed to the society, based on know-ledge, and the human now has such a powerful base of knowledge, such technological power, that its incorrect implication may cause very serious results. The science is gradually integrating into a newly organized system of interrelation between science and technology, the main feature of which is social-practical focus. Let us draw our attention to the fact, that cognitive models and methodolo-gical approaches had widely spread in all the science itself, became important instruments of professionals in various fields, both in the research and practice. Without them, it is hard to imagine contemporary engineering sciences, theory of administration, medi-cine, pedagogics, sociology, political sciences, economy. In this connection, the higher education has a valuable aim to develop a complex approach, which could bring to a new quality level multidisciplinal research, including humanities, natural and precise sciences. And nowadays, the cognitive approach is used as this approach, and it also provides the solution for traditional problems of sciences, using the methods that include cognitive aspects. These aspects are formed of proces-ses of perception, thinking, cognition, comprehension and decisionmaking. That is why this approach is anthropolo-gic - and this is the first reason, why exactly the cognitive approach is necessary to use as the methodological base of the new educational program. The second reason - the stu-dying and research of cognitive sphere cannot be limi-ted by one discipline, and the necessity of integration of cognitive research in various fields is growing. The fulfilling of this important task is impo-ssible without the support of serious research program, as the named task of integration is far from solution nowa-days, that is affected greatly by discipline borders. The report contains the problem field of the research program. The most important aspect of research is the reflection of methods of work and an attempt to relate them to cognitive problems. Also, the contents of the educational program are presen-ted, that envisages, on one hand, the learning of exact disciplines, and on the other - the learning of methodological strategies of adjacent disciplines. It is assumed, that specialists will be able to: think problematically, wisely choose the research strategies, establish interdiscipli-nary contacts basing upon some methodological and theoretical background, implement “cognitive-oriented” pro-jects with the colleagues, specializing in various different fields of humanities, precise and natural sciences.

Level of Research Output

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