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Human cognition activity concept of cognition. Man and cognition

The tendency for cognitive activity is inherent in man by nature. One of the distinctive abilities of man, which sets him apart from the animal world, is the ability to ask questions and seek answers to them. The ability to ask complex, deep questions indicates a developed intellectual personality. Thanks to cognitive activity, an individual improves, develops, and achieves desired goals. In addition to learning about the world around us, a person gets to know himself; this process begins from the first years of life.

Cognition begins with the perception of the surrounding space, into which the baby is immersed from the moment of birth in this world. The baby tastes different objects: toys, his own clothes, everything that comes to hand. Growing up, he begins to comprehend the world through thinking, comparing and contrasting different information, observations, and facts.

The need for knowledge inherent in humans can be explained by the following reasons:

Presence of consciousness.
Innate curiosity.
The pursuit of truth.
Tendency to creative activity (interrelated with cognition).
The desire to improve one's own life and the life of the entire society.
The desire to anticipate and overcome unforeseen difficulties, for example, natural disasters.

Understanding the world around us is a continuous process; it does not stop after graduating from school, university, or retirement. As long as a person is alive, he will strive to comprehend the secrets and laws of the universe, the surrounding space, and himself.

Types and ways of knowing

There are many methods and ways of obtaining knowledge about the world around us. Depending on the predominance of a person’s sensory or mental activity, two types of knowledge are distinguished: sensory and rational. Sensory cognition is based on the activity of the senses, rational cognition is based on thinking.

The following forms of cognition are also distinguished:

Everyday (household). A person gains knowledge based on his life experience. He observes the people around him, situations, phenomena that he encounters every day throughout his life. Based on this experience, a person forms his idea of the world and society; it is not always true, and is often erroneous.

Example. Marya Ivanovna, a high school mathematics teacher, believes that all students cheat. She formed this opinion thanks to her rich life experience, having worked at school for more than 10 years. But, in reality, her conclusions are erroneous and exaggerated, because there are guys who complete all the tasks on their own.

Scientific knowledge. It is carried out in the process of a targeted search for objective knowledge that can be proven in theory and in practice. Methods of scientific knowledge: comparison, observation, experiment, generalization, analysis. The results of scientific knowledge are theorems, hypotheses, scientific facts, discoveries, and theories. If you open any school textbook, most of the information contained in it is the result of long-term scientific knowledge.
Religious knowledge- belief in divine and demonic forces: God, angels, the Devil, devils, the existence of heaven and hell. It can be based on belief in one single God, or many Gods. Religious knowledge also includes beliefs in mystical powers and the supernatural.
Artistic knowledge- perception of the world based on ideas about beauty. Cognition is carried out through artistic images and means of art.
Social Cognition - a continuous process of acquiring knowledge about society as a whole, individual social groups, and people in society.
Philosophical knowledge based on an interest in the search for truth, comprehension of man’s place in the surrounding world, the universe. Philosophical knowledge is discussed when the questions are asked: “Who am I,” “For what purpose was I born,” “What is the meaning of life,” “What place do I occupy in the universe,” “Why is a person born, sick, and dead?”

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Sensory cognition

Sensory cognition is the first type of cognitive activity available to humans. It is carried out through the perception of the world based on the activity of the senses.

With the help of vision, an individual perceives visual images, shapes, and distinguishes colors.
Through touch, he perceives the surrounding space by touch.
Thanks to the sense of smell, a person can distinguish more than 10,000 different odors.
Hearing is one of the main senses in the process of cognition; with its help, not only sounds from the surrounding world are perceived, but also knowledge is disseminated.
Special receptors located on the tongue allow a person to feel 4 basic tastes: bitter, sour, sweet, salty.

Thus, thanks to the activity of all senses, a holistic idea of an object, an object, a living being, or a phenomenon is formed. Sensory cognition is available to all living beings, but has a number of disadvantages:

The activity of the senses is limited, especially in humans. For example, a dog has a stronger sense of smell, an eagle has vision, an elephant has hearing, and an echidna has a stronger sense of touch.
Often sensory knowledge excludes logic.
Based on the activity of the senses, the individual is drawn into emotions: beautiful images cause admiration, an unpleasant smell causes disgust, a sharp sound causes fear.

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According to the degree of knowledge of the surrounding space, it is customary to distinguish the following types of sensory knowledge:

1st view - sensation. It represents a separate characteristic of an object, obtained through the activity of one of the sense organs.

Example. Nastya smelled hot bread while walking down the street; it was brought by the wind from the bakery where bread was being baked. Petya saw a shelf with oranges in the store window, but he did not have money with him to go in and buy them.

2nd type - perception. This is a set of sensations that creates a holistic picture, a general image of an object or phenomenon.

Example. Nastya was attracted by the delicious smell, went into the bakery and bought bread there. It was still hot, with a crispy crust, and Nastya ate half of it at once during lunch. Petya asked his mother to buy oranges at home, in the store opposite the house. They were large and bright in color, but they tasted sour and disgusting. Petya could not finish even one piece of fruit.

3rd view - performance. This is the memory of an object, a subject explored earlier, thanks to the activity of the senses.

Example. Feeling the familiar smell of bread, Nastya immediately wanted to have lunch; she well remembered the crispy crust of a fresh hot loaf. Petya, having attended a friend’s name day, grimaced at the sight of oranges on the table; he immediately remembered the sour taste of the recently eaten fruit.

Rational cognition

Rational knowledge is knowledge based on logical thinking. It differs from the sensory in important characteristics:

Availability of evidence. If the result of sensory cognition are sensations obtained from one’s own experience, then the result of rational cognition are facts that can be proven using scientific methods.
Systematic knowledge gained. Knowledge is not isolated from each other, it is interconnected into a system of concepts and theories, forming separate sciences.

Example. History is a science based on rational knowledge. All knowledge obtained with its help is systematized and complements each other.

The presence of a conceptual apparatus. Thanks to rational knowledge, concepts and definitions are created that can be used in the future.

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Methods of rational cognition are:

logical method (the use of logical thinking in knowing something);
synthesis (connection of individual parts, data into a single whole);
observation;
measurement;
comparison (determining differences, similarities);

All existing sciences and teachings were created on the basis of rational knowledge.

Ways to find information

In modern times, information search has become one of the ways to understand the world around us. A wide variety of media greatly increases a person’s cognitive capabilities. Thus, cognition is carried out through:

printed publications (newspapers, books, magazines);
Internet;
television;
radio broadcasting;

Using the Internet you can very quickly and easily find almost any information, but it is not always reliable. Therefore, when choosing ways to search for information, you need to be careful and check data in different sources.

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Example. In 2012, many articles were published on the Internet that foreshadowed the end of the world. Some talked about an asteroid falling to Earth, others about global warming and flooding of the land surface. But this could be easily verified by finding research by different scientists about upcoming natural disasters and comparing their results with each other.

Self-knowledge

From an early age, a person observes his appearance, evaluates his activities, and compares himself with others. Every year he learns something new about himself: abilities, character traits, and personality traits manifest themselves. Self-knowledge of a person is not a quick, gradual process. By recognizing one's strengths and weaknesses, a person can improve and develop.

Self-knowledge consists of several levels:

Self-recognition. At the age of 1-1.5 years, the child begins to recognize himself in the mirror and understand that his reflection is there.
Introspection. The individual observes his actions, thoughts, and actions.
Introspection. A person is aware of his character qualities, characteristics, evaluates them, and compares them with moral standards. He compares his actions and the results to which they led.
Self-esteem. A person develops a stable idea of himself as an individual. Self-esteem can be objective, suspended or underestimated.

In addition, self-knowledge can be directed by a person to his own mental, creative or physical abilities. A separate type is spiritual self-knowledge, in this case a person is interested in the nature of his soul.

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The rich inner world of man

The inner world of a person is his desires, goals, beliefs, worldview, ideas about himself and other people, values. You can notice your appearance immediately and appreciate its attractiveness, but with the inner world things are more complicated. At first glance it is invisible, but over time it manifests itself in a person’s communication and actions.

It often happens that an outwardly unattractive person still evokes sympathy due to his inner qualities. Conversely, a beautiful person quickly causes disappointment if he behaves stupidly, impudently, and selfishly. So the inner world and appearance, actions - form a single whole, making up a general idea of \u200b\u200ba person.

(Human cognition). Phenomena that encompass the processes of thinking, perception, memory, evaluation, planning and organization among many others. The principles and mechanisms that govern these processes are the main object of interest of all cognitive psychologists.

View value Human Cognition in other dictionaries

Cognition Wed.— 1. Process of action according to meaning. verb: to know (1), to know. 2. Knowledge of something, awareness of something.
Explanatory Dictionary by Efremova

Human Wed. Razg.— 1. That which is distinguished by humanity, humaneness. 2. Something that is distinguished by cordiality and warmth.
Explanatory Dictionary by Efremova

Cognition- the process of reflecting and reproducing reality in the thinking of the subject, the result of which is new knowledge about the world.
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Cognition- knowledge, cf. (book). 1. units only Action according to verb. know in 1 value - to know; ability to know; observation by a person of a simple and obvious transformation of a “thing........
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Cognition- -I; Wed
1. The process of acquiring knowledge, comprehending the laws of the objective world. Theory of knowledge.
2. to Know. P. laws of nature. P. peace as a child. Scientific item
3.........
Kuznetsov's Explanatory Dictionary

Human Development— A concept that believes that
growth (in broad
sense) can be considered as “development” only if it is aimed at greater
human satisfaction.......
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Human body— , the physical human body. Consists of water, PROTEIN and other organic compounds, as well as some inorganic (minerals). It has a bone frame - SKELETON,........
Scientific and technical encyclopedic dictionary

Cognition- the process of reflecting and reproducing reality in the thinking of the subject, the result of which is new knowledge about the world.
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Cognition- - English cognition; German Erkenntnis. The process of comprehending reality and acquiring knowledge.
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Cognition— The process of human thinking, including representation, explanation and memorization.
Sociological Dictionary

Spiritual Knowledge- - is directly related to the concept of spirit, which is genetically derived from the concept of “soul”, but is essentially different from it. If the soul is recognized as the immanent principle of man.........
Philosophical Dictionary

Rational (logical) Cognition- - the highest level - is carried out with the help of thinking and reason in the form of judgments, conclusions and concepts.
Sociological Dictionary

Sensual Cognition- - the lowest level - is carried out in the form of sensations, perceptions and ideas.
Sociological Dictionary

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Philosophical Dictionary

Cognition And Interest (1968). Intersection of the Ideas of Habermas and Apel— Habermas’s book “Knowledge and Interest,” which was soon translated into major European languages, brought him wide popularity not only in Germany, but also beyond its borders.
Philosophical Dictionary

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Philosophical Dictionary

Human Perfection“At the same time, when I examine my own concept of human perfection, I find that it is undoubtedly due to what surrounded me in early childhood........
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COGNITION— COGNITION, -i, cf. 1. see know. 2. Acquisition of knowledge, comprehension of the laws of the objective world. P. laws of nature. Dialectical method of cognition. Theory of knowledge........
Ozhegov's Explanatory Dictionary

“Human Knowledge, Its Scope and Limits” is the best work of Lord Bertrand Arthur William Russell (1872–1970), who left a bright mark on English and world philosophy, logic, sociology, and political life. He is the founder of English neorealism, “logical atomism” as a type of neopositivism.

Preface 1

INTRODUCTION 1

PART ONE - WORLD OF SCIENCE 3

CHAPTER 1 - INDIVIDUAL AND SOCIAL COGNITION 3

CHAPTER 2 - UNIVERSE OF ASTRONOMY 4

CHAPTER 3 - WORLD OF PHYSICS 6

CHAPTER 4 - BIOLOGICAL EVOLUTION 10

CHAPTER 5 - PHYSIOLOGY OF SENSATION AND VILLATION 11

CHAPTER 6 - SCIENCE OF THE SPIRIT 13

PART TWO 16

CHAPTER 1 - LANGUAGE USE 16

CHAPTER 2 - VISUAL DEFINITION 18

CHAPTER 3 - PROPER NAMES 20

CHAPTER 4 - EGOCENTRIC WORDS 23

CHAPTER 5 - DELAYED REACTIONS: COGNITION AND FAITH 26

CHAPTER 6 - PROPOSALS 29

CHAPTER 7 - RELATIONSHIP OF IDEAS AND BELIEFS TO THE EXTERNAL 29

CHAPTER 8 - TRUTH AND ITS ELEMENTARY FORMS 30

CHAPTER 9 - LOGICAL WORDS AND LIES 33

CHAPTER 10 - GENERAL COGNITION 36

CHAPTER 11 - FACT, FAITH, TRUTH AND KNOWLEDGE 39

PART THREE - Science and Perception 44

CHAPTER 1 - KNOWLEDGE OF FACTS AND KNOWLEDGE OF LAWS 44

CHAPTER 2 - SOLIPSISM 47

CHAPTER 3 - PROBABLE CONCLUSIONS OF ORDINARY COMMON SENSE 49

CHAPTER 4 - PHYSICS AND EXPERIENCE 53

CHAPTER 5 - TIME IN EXPERIMENT 57

CHAPTER 6 - SPACE IN PSYCHOLOGY 59

CHAPTER 7 - SPIRIT AND MATTER 61

PART FOUR - Scientific Concepts 63

CHAPTER 1 - INTERPRETATION 63

CHAPTER 2 - MINIMUM DICTIONARIES 65

CHAPTER 3 - STRUCTURE 67

CHAPTER 4 - STRUCTURE AND MINIMUM DICTIONARIES 69

CHAPTER 5 - PUBLIC AND PERSONAL TIME 72

CHAPTER 6 - SPACE IN CLASSICAL PHYSICS 75

CHAPTER 7 - SPACE-TIME 77

CHAPTER 8 - THE PRINCIPLE OF INDIVIDUATION 79

CHAPTER 9 - CAUSAL LAWS 83

CHAPTER 10 - SPACE-TIME AND CAUSATION 86

PART FIVE - Probability 90

CHAPTER 1 - TYPES OF PROBABILITY 91

CHAPTER 2 - PROBABILITY CALCULUS 92

CHAPTER 3 - INTERPRETATION USING THE CONCEPT OF FINITE FREQUENCY 94

CHAPTER 4 - MISES-REICHENBACH FREQUENCY THEORY 97

CHAPTER 5 - KEYNES' PROBABILITY THEORY 100

CHAPTER 6 - DEGREES OF LIKELIHOOD 102

CHAPTER 7 - PROBABILITY AND INDUCTION 107

PART SIX 112

CHAPTER 1 - TYPES OF KNOWLEDGE 112

CHAPTER 2 - THE ROLE OF INDUCTION 115

CHAPTER 3 - POSTULATE OF NATURAL KINDS OR LIMITED DIVERSITY 117

CHAPTER 4 - KNOWLEDGE BEYOND EXPERIENCE 118

CHAPTER 5 - CAUSAL LINES 120

CHAPTER 6 - STRUCTURE AND CAUSAL LAWS 122

CHAPTER 7 - INTERACTION 126

CHAPTER 8 - ANALOGY 128

CHAPTER 9 - SUMMATION OF POSTULATES 129

CHAPTER 10 - THE LIMITS OF EMPIRISM 132

Bertrand Russell
Human knowledge of its scope and boundaries

Preface

This work is addressed not only and not primarily to professional philosophers, but also to that wider circle of readers who are interested in philosophical issues and want or have the opportunity to devote very limited time to discussing them. Descartes, Leibniz, Locke, Berkeley and Hume wrote precisely for such a reader, and I consider it a sad misunderstanding that during the last hundred and sixty years or so philosophy has been considered as a special science like mathematics. It must be admitted that logic is as specialized as mathematics, but I believe that logic is not a part of philosophy. Philosophy proper deals with subjects of interest to the general educated public, and loses a great deal if only a small circle of professionals are able to understand what it says.

In this book I have tried to discuss, as widely as I could, a very large and important question: how is it that people whose contacts with the world are short-lived, personal and limited, are nevertheless able to know as much as they actually know? Is faith in our knowledge partly illusory? And if not, what can we know otherwise than through the senses? Although I have touched on some aspects of this problem in my other books, I was nevertheless forced to return here, in a broader context, to a discussion of some issues previously considered; and I have kept such repetition to a minimum consistent with my purpose.

One of the difficulties of the question I am considering here is the fact that we are forced to use words common to everyday speech, such as "belief", "truth", "knowledge" and "perception". Since these words in their ordinary use are insufficiently definite and imprecise, and since there are no more precise words to replace them, it is inevitable that everything said in the early stage of our research will be unsatisfactory from the point of view which we hope to achieve at the end. The development of our knowledge, if it is successful, is similar to the approach of a traveler to a mountain through the fog: at first he distinguishes only large features, even if they have not fully defined contours, but gradually he sees more and more details, and the outlines become sharper. Likewise, in our research it is impossible to first clarify one problem and then move on to another, because the fog covers everything equally. At each stage, although only one part of the problem may be the focus, all parts are more or less relevant. All the different keywords we must use are interconnected, and as some of them remain undefined, others must also share their deficiency to a greater or lesser extent. It follows that what was said at first must be corrected later. The Prophet said that if two texts of the Quran are found to be incompatible, the latter should be considered as the most authoritative. I would like the reader to apply a similar principle in interpreting what is said in this book.

The book was read in manuscript by my friend and student, Mr. S. C. Hill, and I am indebted to him for many valuable comments, suggestions, and corrections. Much of the manuscript was also read by Mr. Hiram J. McLendon, who made many helpful suggestions.

The fourth chapter of the third part - “Physics and Experience” - is a reprint with minor changes of my small book, published under the same title by Cambridge University Press, to which I am grateful for permission to reprint.

Bertrand Russell

INTRODUCTION

The main purpose of this book is to explore the relationship between individual experience and the general composition of scientific knowledge. It is generally taken for granted that scientific knowledge in its broad outlines should be accepted. Skepticism in relation to it, although logically and irreproachably, is psychologically impossible, and in any philosophy that pretends to such skepticism there is always an element of frivolous insincerity. Moreover, if skepticism wants to defend itself theoretically, it must reject all inferences from what is obtained by experience; partial skepticism, such as the denial of non-experienced physical phenomena, or solipsism, which admits events only in my future or in my past, which I do not remember, has no logical justification, since it must admit principles of inference leading to beliefs which he rejects.

Briefly and clearly about philosophy: the main and most important thing about philosophy and philosophers
Basic approaches to the problem of cognition

Epistemology is a branch of philosophy that studies the nature of knowledge, the ways, sources and methods of knowledge, as well as the relationship between knowledge and reality.

There are two main approaches to the problem of cognition.

1. Epistemological optimism, whose supporters recognize that the world is knowable regardless of whether we can currently explain some phenomena or not.

This position is adhered to by all materialists and some consistent idealists, although their methods of cognition are different.

The basis of cognition is the ability of consciousness to reproduce (reflect) to a certain degree of completeness and accuracy an object existing outside it.

The main premises of the theory of knowledge of dialectical materialism are the following:

1) the source of our knowledge is outside of us, it is objective in relation to us;

2) there is no fundamental difference between “phenomenon” and “thing in itself”, but there is a difference between what is known and what is not yet known;

3) cognition is a continuous process of deepening and even changing our knowledge based on the transformation of reality.

2. Epistemological pessimism. Its essence is doubt in the possibility of knowability of the world.

Types of epistemological pessimism:

1) skepticism - a direction that questions the possibility of knowing objective reality (Diogenes, Sextus Empiricus). Philosophical skepticism turns doubt into a principle of knowledge (David Hume);

2) agnosticism - a movement that denies the possibility of reliable knowledge of the essence of the world (I. Kant). The source of knowledge is the external world, the essence of which is unknowable. Any object is a “thing in itself”. We cognize only phenomena with the help of innate a priori forms (space, time, categories of reason), and we organize our experience of sensation.

At the turn of the 19th and 20th centuries, a type of agnosticism was formed - conventionalism. This is the concept that scientific theories and concepts are not a reflection of the objective world, but the product of agreement between scientists.

Human cognition

Cognition is the interaction of a subject and an object with the active role of the subject itself, resulting in some kind of knowledge.

The subject of cognition can be an individual, a collective, a class, or society as a whole.

The object of knowledge can be the entire objective reality, and the subject of cognition can be only its part or area directly included in the process of cognition itself.

Cognition is a specific type of human spiritual activity, the process of comprehending the surrounding world. It develops and improves in close connection with social practice.

Cognition is a movement, a transition from ignorance to knowledge, from less knowledge to more knowledge.

In cognitive activity, the concept of truth is central. Truth is the correspondence of our thoughts to objective reality. A lie is a discrepancy between our thoughts and reality. Establishing the truth is the act of transition from ignorance to knowledge, in a particular case - from misconception to knowledge. Knowledge is a thought that corresponds to objective reality and adequately reflects it. A misconception is an idea that does not correspond to reality, a false idea. This is ignorance, presented, accepted as knowledge; a false idea presented or accepted as true.

A socially significant process of cognition is formed from millions of cognitive efforts of individuals. The process of transforming individual knowledge into universally significant knowledge, recognized by society as the cultural heritage of humanity, is subject to complex sociocultural patterns. The integration of individual knowledge into the commonwealth is carried out through communication between people, critical assimilation and recognition of this knowledge by society. The transfer and transmission of knowledge from generation to generation and the exchange of knowledge between contemporaries are possible thanks to the materialization of subjective images and their expression in language. Thus, cognition is a socio-historical, cumulative process of obtaining and improving knowledge about the world in which a person lives.

Structure and forms of knowledge

The general direction of the process of cognition is expressed in the formula: “From living contemplation to abstract thinking and from it to practice.”

In the process of cognition, stages are distinguished.

1. Sensory cognition is based on sensory sensations that reflect reality. Through feelings a person contacts the outside world. The main forms of sensory cognition include: sensation, perception and representation. Sensation is an elementary subjective image of objective reality. A specific feature of sensations is their homogeneity. Any sensation provides information only about one qualitative aspect of an object.

A person is able to significantly develop the subtlety and acuity of feelings and sensations.

Perception is a holistic reflection, an image of objects and events in the surrounding world.

An idea is a sensory recollection of an object that does not currently affect a person, but once acted on his senses. Because of this, the image of an object in the imagination, on the one hand, is of a poorer character than in sensations and perceptions, and on the other hand, the purposeful nature of human cognition is more strongly manifested in it.

2. Rational knowledge is based on logical thinking, which is carried out in three forms: concepts, judgments, and inferences.

A concept is an elementary form of thought in which objects are reflected in their general and essential properties and features. Concepts are objective in content and source. Specific abstract concepts are identified that differ in degrees of generality.

Judgments reflect connections and relationships between things and their properties and operate with concepts; judgments deny or affirm something.

Inference is a process as a result of which a new judgment is obtained from several judgments with logical necessity.

3. Intuitive knowledge is based on the fact that a sudden decision, the truth, independently comes to a person on an unconscious level, without preliminary logical proof.

Features of everyday and scientific knowledge

Knowledge differs in its depth, level of professionalism, use of sources and means. Everyday and scientific knowledge are distinguished. The former are not the result of professional activity and, in principle, are inherent to one degree or another in any individual. The second type of knowledge arises as a result of deeply specialized activities that require professional training, called scientific knowledge.

Cognition also differs in its subject matter. Knowledge of nature leads to the development of physics, chemistry, geology, etc., which together constitute natural science. Knowledge of man and society determines the formation of humanitarian and social disciplines. There is also artistic and religious knowledge.

Scientific knowledge as a professional type of social activity is carried out according to certain scientific canons accepted by the scientific community. It uses special research methods and also evaluates the quality of the knowledge obtained based on accepted scientific criteria. The process of scientific knowledge includes a number of mutually organized elements: object, subject, knowledge as a result and research method.

The subject of knowledge is the one who realizes it, that is, a creative person who forms new knowledge. The object of knowledge is a fragment of reality that is the focus of the researcher’s attention. The object is mediated by the subject of cognition. If the object of science can exist independently of the cognitive goals and consciousness of the scientist, then this cannot be said about the object of knowledge. The subject of knowledge is a certain vision and understanding of the object of study from a certain point of view, in a given theoretical-cognitive perspective.

The cognizing subject is not a passive contemplative being, mechanically reflecting nature, but an active, creative personality. In order to get an answer to the questions posed by scientists about the essence of the object being studied, the cognizing subject has to influence nature and invent complex research methods.

Philosophy of scientific knowledge

The theory of scientific knowledge (epistemology) is one of the areas of philosophical knowledge.

Science is a field of human activity, the essence of which is to obtain knowledge about natural and social phenomena, as well as about man himself.

The driving forces of scientific knowledge are:

1) practical need for knowledge. Most sciences grew out of these needs, although some of them, especially in such areas as mathematics, theoretical physics, cosmology, were born not under the direct influence of practical need, but from the internal logic of the development of knowledge, from contradictions in this knowledge itself;

2) curiosity of scientists. The task of a scientist is to ask nature questions through experiments and get answers to them. An incurious scientist is not a scientist;

3) the intellectual pleasure that a person experiences when discovering something that no one knew before (in the educational process, intellectual pleasure is also present as the student discovering new knowledge “for himself”).

The means of scientific knowledge are:

1) the mind, logical thinking of a scientist, his intellectual and heuristic (creative) abilities;

2) sense organs, in unity with the data of which mental activity is carried out;

3) instruments (appeared since the 17th century), which provide more accurate information about the properties of things.

A device is like one or another organ of the human body that has gone beyond its natural boundaries. The human body distinguishes degrees of temperature, mass, illumination, current, etc., but thermometers, scales, galvanometers, etc. do this much more accurately. With the invention of instruments, human cognitive capabilities have expanded incredibly; Research became available not only at the level of short-range action, but also long-range action (phenomena in the microcosm, astrophysical processes in space). Science begins with measurement. Therefore, the scientist’s motto is: “Measure what can be measured, and find a way to measure what cannot yet be measured.”

Practice and its functions in the process of cognition

Practice and knowledge are closely related to each other: practice has a cognitive side, knowledge has a practical side. As a source of knowledge, practice provides initial information that is generalized and processed by thinking. Theory, in turn, is a generalization of practice. In practice and through practice, the subject learns the laws of reality; without practice there is no knowledge of the essence of objects.

Practice is also the driving force of knowledge. Impulses emanate from it, largely determining the emergence of a new meaning and its transformation.

Practice determines the transition from the sensory reflection of objects to their rational reflection, from one research method to another, from one thinking to another, from empirical thinking to theoretical thinking.

The purpose of knowledge is to achieve true meaning.

Practice is a specific method of development in which the result of an activity is adequate to its purpose.

Practice is a set of all types of socially significant, transformative activities of people, the basis of which is production activity. This is the form in which the interaction of object and subject, society and nature is realized.

The importance of practice for the cognitive process, for the development and development of scientific and other forms of knowledge has been emphasized by many philosophers of different directions.

The main functions of practice in the process of cognition:

1) practice is a source of knowledge because all knowledge is caused in life mainly by its needs;

2) practice acts as the basis of knowledge, its driving force. It permeates all aspects, moments of knowledge from its beginning to its end;

3) practice is directly the goal of knowledge, for it exists not for the sake of simple curiosity, but in order to direct them to correspond to images, to one degree or another regulate the activities of people;

4) practice is the decisive criterion, that is, it allows one to separate true knowledge from misconceptions.
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Philosophy. Cheat sheets Malyshkina Maria Viktorovna

101. Human knowledge

Cognition is the interaction of a subject and an object with the active role of the subject itself, resulting in some kind of knowledge.

The subject of cognition can be an individual, a collective, a class, or society as a whole.

The object of knowledge can be the entire objective reality, and the subject of cognition can be only its part or area directly included in the process of cognition itself.

Cognition is a specific type of human spiritual activity, the process of comprehending the surrounding world. It develops and improves in close connection with social practice.

Cognition is a movement, a transition from ignorance to knowledge, from less knowledge to more knowledge.

From the book Modern Science and Philosophy: Paths of Fundamental Research and Prospects for Philosophy author Kuznetsov B. G.

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COGNITION

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