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The purpose of the lesson: create conditions for the formation of ideas about the diversity of human knowledge, the characteristics of non-scientific knowledge of the world;
Tasks:
- get acquainted with the types and levels of human knowledge;
- develop in students the ability to carry out a comprehensive search for information;
- analyze, draw conclusions, rationally solve cognitive and problematic tasks;
- contribute to the development of citizenship among students.
Technologies: Differentiated learning; information and communication; collaborative learning; development of critical thinking.
Expected results:
1. Improving the quality of knowledge;
2. Development of research and creative abilities;
3. Active life position;
4. The ability to consciously regulate one’s activities;
5. Skill and ability to highlight the questions being studied in the text when preparing for the Unified State Exam.
Students will learn:
- identify problems of world cognition;
- analyze your own and others’ views on the knowability of the world;
- search for the necessary information, highlight the main thing;
Basic concepts of the lesson:
- Unscientific knowledge;
- Folk wisdom;
- Parascience;
- Practical experience;
- Art;
- Epistemology;
- Eschatology.
Lesson type: business game.
1. Organizing time
Teacher’s opening speech: “In history, various types of knowledge were considered: rational and sensual, logical and illogical, scientific and non-scientific, ordinary and artistic, moral and philosophical. And the process of cognition does not always take place in scientific laboratories.
Does a person need faith in the miraculous?
What role does fantasy play in the process of learning the truth?
Does art help us better understand the world?
Let's think about these questions.
Preliminary preparation
The class is divided into groups, each of which represents a specific role as convinced supporters of their non-scientific ways of knowing the world and truth.
There is only one condition: everyone must be convincing when presenting their way of knowing.
1. Myth and knowledge of the world
5. Where science ends.
Lesson topic: “Diversity of ways to understand the world”
Lesson plan:
1. Myth and knowledge of the world
2. “And experience, the son of difficult mistakes”
3. Folk wisdom and common sense
4. Knowledge through art
5. Where science ends.
2. New material:
The work of the “Mythology” team
Presentation “Myths as knowledge of the world”
The class works in notebooks.
Myth- a reflection of the views of ancient people on the world, their ideas about its structure and order in it.
Myth is the predecessor of science in its transformative and educational role.
Notebook entry: The role and meaning of myth:
1. We gain knowledge about the system of rules and values accepted in a given society;
2. Myths preserve the life experience of peoples;
3. Ensures continuity of cultural experience;
4. Conveys the best moral qualities of the heroes and invites them to follow subsequent generations.
Eschatology – “myths about the end of the world, about the end of time” - “The myth of the Flood”
Epistemology is a philosophical doctrine that does not reject the complexity of knowledge, and asserts that it is possible to know the world.
The main thematic cycles of myths:
Cosmogonic myths - about the origin of the world and the Universe;
Anthropogonistic myths - about the origin of man;
About cultural heroes - myths about the origin and introduction of certain cultural goods;
Eschalogical myths - myths about the “end of the world”;
Biographical - birth, marriage, death of heroes.
Work of group 2. “And experience, the son of difficult mistakes”
Presentation and speech.
The class is given a ribbon and scissors. Assignment: try to cut a “piece” of ribbon “a little bit” (all students cut the ribbon, but everyone has it of a different length.
What practical activity or everyday situation gave rise to the following proverbs?
You recognize a person when you eat a ton of salt with him.
A tailor without a caftan, a shoemaker without boots, a carpenter without doors.
Write in your notebook:
1. The experience of everyday life is a special way of understanding the world;
2. Its peculiarity is that obtaining knowledge is not an end in itself, but a “by-product”;
3. Practical knowledge does not pretend to be theoretically justified and does without it;
4. Practical knowledge has its own language: “a little bit”, “by eye”;
5. Not only practical knowledge is acquired, but also assessments and standards of behavior.
Work of group 3 “Folk wisdom and common sense”
Presentation and speech.
Write in your notebook:
- Folk wisdom- a kind of set of recipes for behavior for different occasions in life.
- Common sense– spontaneously developing views of people on the surrounding reality and themselves under the influence of everyday experience.
Hello examples of folk wisdom:
Do not indicate in someone else's house;
You can't make white out of black;
They don’t carry firewood into the forest;
We don’t keep what we have, we lose it by crying;
A kind word is also pleasant for a cat;
Everything is going like clockwork;
A bad soldier is one who does not aim to become a general;
Not the father who gave birth, but the one who gave him drink, fed him, and taught him wisdom;
A thread from the world - a naked shirt;
By talent and success.
You can use the literary work “Shemyakin Court”
Group 4 work “Cognition through art”
Presentation and speech.
Write in your notebook:
The peculiarity of cognition is artistic generalization, image. They help to imagine an ideal thought through a real embodiment and understand this embodiment through the expression of a thought.
Signs of artistic knowledge:
1. Reflection of the world in artistic images.
2. Subjectivity of the image.
3. Instead of evidence - emotional persuasiveness of images.
4. A special language of art - symbols, allegories, metaphors.
Group 5 work “Where science ends”
Presentation and speech
Write in your notebook:
Parascience is pseudo-scientific knowledge, the characteristic features of which are the nebulosity and mystery of the information with which it operates.
The reason for its appearance is the limited capabilities of science, which cannot answer all questions.
Distinctive features of parascience:
Claim for versatility;
Excessive demands for attention to oneself;
Intolerance towards traditional science is common.
1. The cognitive capabilities of man and society are limited, but the objects of knowledge are limitless.
2. The positive impact of parascience is that it contributes to the emergence of new scientific problems.
3. Let’s summarize the work of all groups: What non-scientific ways of understanding the world have we become familiar with?
4. Which of all did you find most convincing?
Working with tasks in the form of the Unified State Exam on the topic “Non-scientific knowledge of the world”
(Presentation prepared by the teacher from the Unified State Exam assignments for blocks A, B, C)
B 1 - art;
B 2- abstraction; experiment;
B 3 -3412; 3412;
C 7 – two features of artistic fiction: art can express phenomena that cannot be reflected and understood in any other way.
1. figurative reflection of the world;
2. reliance on the individual, unique;
3. conditional nature of the created works.
C8. plan your answer
1. Cognition as the process of understanding the world.
2. The main ways of non-scientific knowledge:
B) life practice
B) folk wisdom
D) art as a specific form of knowledge
3. Scientific knowledge and its features
A) theoretical nature of knowledge
B) striving for objectivity
B) evidence
D) systematicity.
Reflection.
Thank everyone for their work in class.
- Which way of knowing made an emotional impression on you?
- Business mood?
- What method will you use to constantly explore the world as an adult?
Homework: paragraph 23.
References.
1. Bogolyubov L.N. "Social science. Profile level 10th grade”, Moscow, 2008
2. Sorokina E.N. “Lesson developments in social studies, grade 10. Profile level”, Moscow 2008
3. Unified State Examination tests 2012-2013. Publishing house “Exam”, 2013
Presentation in social studies"Types and Levels of Human Knowledge" is intended for teachers and students 10 profile/social and humanitarian direction/ class (UMK L.N. Bogolyubov). It is a synthesis of several sources, which allows the topic under consideration to be revealed as diversely and as closely as possible to the Program and course of the subject “Social Studies”. It reflects not only the substantive, scientific, but also the emotional aspects of the issues under consideration, and is easily refracted into a supporting summary. The presentation option allows both the teacher and students to work in different modes.
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“Social studies, 10, specialized class. Types and levels of human knowledge"
Social studies, profile level
Lesson 58-60
TYPES AND LEVELS OF HUMAN KNOWLEDGE
(variety of ways to understand the world)
D.Z: § 23, ?? (p.246),
tasks (p.246-248)
© ed. A.I. Kolmakov
The variety of ways to understand the world.
Along with science as a way of understanding the world, there are other ways of knowledge.
- promote awareness of the types and levels, ways of human knowledge;
- continue acquaintance with characteristics of cognitive activity;
- realize complex search, systematization And interpretation information on a specific topic from original non-adapted texts (philosophical, scientific, legal, political, journalistic);
- contribute to the development of students' civic position.
Universal learning activities
- Know characterization and analysis of types and levels of human knowledge.
- Be able to: establish correspondence between the essential features and characteristics of social phenomena and social scientific terms and concepts, distinguish between facts and opinions, arguments and conclusions.
- types and levels of human knowledge;
- mythological and rational-logical knowledge;
- life experience;
- common sense;
- epistemology
- eschatology;
- artistic image
- parascience
Learning new material
- Mythological and rational-logical knowledge.
- Life experience and common sense.
Remember. How does a person understand the world around him? What ways of knowing are there? What is truth? How does absolute truth differ from relative truth?
Myth- this is always a narrative, and its truth cannot be doubted, and the content was always in one way or another connected with the real lives of people.
- myth replaces explanation with a story about the origin, creation of the universe;
- combines a mandatory story about the past and an explanation of the present and future;
- affirms the system of rules and values accepted in a given society.
epistemology - theory of knowledge
Creation was depicted as the hero’s “extraction” of elements of culture or as the transformation of chaos into space through gradual ordering.
Types of knowledge:
- rational;
- sensual;
- logical;
- illogical;
- scientific;
- unscientific;
- ordinary;
- mythological;
- philosophical;
- religious;
- artistic-figurative
Izanagi and Izanami, the progenitor gods.
Typology of myths.
- Cosmogonic – creation myths;
- Eschatological – describing the impending death;
- Calendar - knowledge about the change of seasons;
- Biographical - birth, initiation into full-age status, marriage, death of mythological heroes.
The complexity of people's activities is the need to record knowledge and achievements of practice in the form of descriptions.
- FOLK WISDOM AND COMMON SENSE:
a set of behavioral recipes for different cases.
- This information is learned spontaneously, it is heterogeneous and contradictory.
- people's views on the surrounding reality and themselves that spontaneously develop under the influence of everyday experience, and these views are the basis for practical activity and morality.
Proverbs and sayings
- You have to bend down to drink from the stream.
- While the iron is in use, rust will not take it.
- Sleeping a lot is a matter of not knowing.
- Work is not a wolf; it will not run away into the forest.
- Such are the works, such are the fruits.
- The elbow is close, but you won’t bite.
- Spring feeds the year.
- Time cures.
- Two deaths cannot happen, but one cannot be avoided.
Common sense - people’s views on the surrounding reality and themselves that spontaneously develop under the influence of everyday experience, and these views are the basis for practical activity and morality.
COGNITION BY MEANS OF ART – artistic exploration of the world.
Art expresses a person’s aesthetic attitude to reality.
- A specific method of artistic cognition is an artistic generalization, an image;
- An image, as a reflection of reality, has certain properties of a really existing object, and the essence and purpose of both becomes clearer.
V.G. Belinsky called A. S. Pushkin’s novel “Eugene Onegin” “an encyclopedia of Russian life.”
The image does not simply reflect the world, but, as it were, generalizes the important properties of many real objects. The image reveals the essential, unchanging, eternal in the individual, transitory, accidental.
Botticelli " Birth Venus"
What calls, and cries, and grabs your heart? What sounds painfully kiss and strive into the soul and curl around my heart?
N.V. Gogol. Dead Souls (poem)
“parascience” (from Latin para - after, with), i.e. pseudo-scientific knowledge.
- There are reliable facts that do not fit into established scientific systems.
- Parascience uses information that is not confirmed by experiment, does not fit into accepted theories, or contradicts generally accepted and practice-tested scientific knowledge.
- distinguished by its claim to versatility and exclusivity, resorts to pseudoscientific terminology, difficult to translate and mysterious or meaningless.
- Parascience is characterized by an avoidance of specific explanations, a desire to bypass those facts that do not correspond to or contradict the methods it uses.
“A person is born with a spherical biofield”
- What is a spherical biofield?
- Who and how determined its sphericity?
- How far does it spread?
- If geometrically a person is not a point, then does this mean that in different parts of the body the biofield has different thicknesses in order to remain a sphere?
check yourself
1) What is the diversity of ways for humans to understand the world?
2) What ways of understanding the world, in addition to scientific knowledge, exist? What do they have in common? How are they different?
3) Is it possible to say that non-scientific knowledge leads a person to the truth? Give reasons for your answer.
4) How does the result of cognition through art differ from other results of human cognitive activity?
reflection
- What did you learn?
- How?
- What have you learned?
- What difficulties did you experience?
- Was the lesson interesting?
- Sources
- Sorokina E.N. Lesson developments in social studies. Profile level: 10th grade. - M.: VAKO, 2008.
- Baranov P.A. Social studies: a complete reference book for preparing for the Unified State Exam / P.A. Baranov, A.V. Vorontsov, S. V. Shevchenko; edited by P.A. Baranova. - M.: AST: Astrel, 2009.
- Gulnara Ravil'evna Khamitova;
- Pavlova Anelya Vasilievna history teacher, Municipal Educational Institution Secondary School No. 12, Vyshny Volochok, Tver Region.
In the spiritual experience of man, along with the scientific one, there are also various paths extra-scientific knowledge. They do not fit into the strict framework of scientific thinking, its language, style and methods. The variety of ways and means of understanding the world testifies to the inexhaustible wealth of human intellectual and spiritual culture, the perfection of his abilities and the enormous potential of opportunities and prospects. Thanks to diverse knowledge,
The world around us can be explained in different ways: not only by the feelings and mind of a scientist, but also by the spirituality of a believer, aesthetic images or moral standards.
It can be comprehended with the eye of an artist and sculptor, as well as with the typical, generic abilities of any individual. This is the only way to know and comprehend the truth - by examining an object from different angles, using various ways of interpreting it.
Non-scientific ways and methods of human mastery of the surrounding pestilence and of oneself include: ordinary, mythological, religious, artistic, moral knowledge and others.
In the spiritual and practical activity of man, a prominent place is occupied by ordinary cognition. Sometimes it is called “everyday” (or “everyday”) sensory reflection and thinking, “ordinary reason.” It reflects the immediate, immediate conditions and content of people’s life activities - the natural environment, everyday life, economic and other processes in which each person is involved every day. The core of everyday knowledge is the so-called common sense, which includes basic correct information about the world. A person receives them in the course of his daily life and from other people through the transmission of cultural experience. Common sense serves the purpose of orientation in the world and its practical development. It is known, for example, that it is important for a person to know what can and cannot be consumed as food, that water exists in solid, liquid and vapor states, and boils when heated to 100°C, that it is dangerous to touch a bare electrical conductor, etc. P.
This form of cognition includes not only the simplest and necessary knowledge about the external world for a person, but also the beliefs and ideals of a person, elements of folklore as a kind of crystallization of cognitive activity. Ordinary knowledge “grabs” superficial information about the connections of existence: if birds began to fly low above the ground, it means there will be rain; if there are a lot of red mountain ash in the forest, then this means a cold winter. As part of everyday cognition, people are able to come to deep generalizations and conclusions that relate to their relationship to other social groups, to the political system in society, to the state. It is in such generalizations that folk wisdom and the sociocultural experience of peoples exist.
Everyday knowledge, especially of modern man, includes elements of scientific knowledge and ideas. In general, it develops spontaneously, “through life,” therefore it combines not only common sense, but also all kinds of prejudices, beliefs and superstitions, and mysticism.
Mythological knowledge appeared in ancient times, when there was no free person with a developed intellect.
Myth is a fantasy, emotional and imaginative perception of the world, entrenched in tales, legends and traditions, and various kinds of fiction. In ancient myths there was a humanization of the forces of the surrounding nature and spirit, which were incomprehensible to man and over which he did not yet have power. The world in the mythological consciousness is an arena of activity and rivalry between gods, titans, goblins, brownies, devils, etc., where man is mainly a spectator of their fights and feasts.
From ancient mythology, for example, naive ideas have come down to us about how the world arose from dark Chaos, how Earth and Sky, Night and Day, Light and Darkness were born, how the first living beings appeared - gods and people. Legends have been preserved about the almighty Zeus and the titan Ocean, about the guardian of the underground kingdom Tartarus, about the golden-haired Apollo and the mighty Athena, and about other deities. The legend of the hero Prometheus, who allegedly stole fire from the gods and gave it to people, was also preserved from ancient times, but as punishment for this he was chained to a rock and doomed to eternal torment. Ancient myths left behind not only a figurative style of thinking and an emotionally charged worldview. They provided very rich food for artistic creativity, the development of other forms of social consciousness and the entire culture of society.
Elements of myth-making also exist in the consciousness of modern society as cultural archetypes. This is due to the historical continuity of the development of the spiritual world of people, the need not only for the acquisition of various true knowledge, but also for fairly free, non-rigorous thinking associated with a dream, ideal, fantasy, hope.
Among the ways of human cognitive activity, a specific place is occupied by religious knowledge-comprehension. It represents thinking with dogmas based on belief in the religious supernatural, and includes a complex set of illusory ideas about the world. The essence of religion is belief in the supernatural, with which a person can, under special conditions, establish contact, receive salvation, protection and other benefits from the supernatural, as well as punishment for sins and other negative actions. In many religions, the main supernatural is God as the creator of the world, his great creative deeds. In this sense, religious knowledge is knowledge of God. Religious feeling and thinking are based on dogmas that supposedly have unconditional truth. Thus, in Christianity, the main dogmas are the provisions about the trinity of God, about the creation of all things by God from nothing, about the presence of the divine principle in everything earthly, including man himself.
Religious knowledge has formed its own picture of the world, which has left a huge imprint on the worldview of people and spirits.
cultural culture of humanity. Religion is one of the most important forms of spiritual experience of humanity, which embodies the search for a more humane world than this imperfect earthly world.
One of the manifestations of man’s extra-scientific comprehension of the surrounding world is artistic reflection of reality. It represents thinking in artistic images, embodied in various forms of art and folk art. The artistic image is in this case the main means of cognition and comprehension of the world, a sensory-visual embodiment of the object of knowledge.
Knowledge of the world in art as professional artistic creativity is carried out with the help of such concepts as beautiful and ugly, comic and tragic, sublime and base, serious and playful. The most important types of art are theater, music, fine art, architecture, cinema, audio and video art, fiction, etc. Each type of art has its own methods and means of cognition: sound in music, plastic image in sculpture, visually perceived image in painting, literary character, etc. Thanks to art, a person discovers the perfection, harmony and beauty of the surrounding reality and his existence, learns to create a new world according to the laws of beauty. But initially, the artistic comprehension of existence was formed in an unusually diverse and rich in content folk art.
The universalism of human cognitive activity is expressed philosophical knowledge. It is characterized by a desire to generalize and synthesize all other forms of cognitive activity, a close connection with the entire spiritual culture of society. Philosophical knowledge is characterized by a specific language, a deeply personal attitude of the thinker to the object under study, and many other features. Philosophy strives to bring the totality of information about the world into a harmonious system, to understand all that exists as one and diverse. Philosophy is the organic unity of scientific knowledge and everyday human wisdom. Philosophizing means not only thinking about the world, but also asking about oneself in this world, about the meaning and goals of one’s own life. Philosophy is always in a mode of dialogue with other forms of knowledge - everyday and scientific, mythological and religious, artistic. Its purpose is to comprehend the universal in being (the beginnings of being, its laws, connections and principles, properties), to find answers to the most important ideological questions. Philosophical intellect is a great gift and the acquisition of spiritual culture of humanity.
Basic Concepts Extra-scientific knowledge, everyday knowledge, mythological knowledge, religious knowledge, artistic knowledge, philosophical knowledge.
In the history of the science of knowledge and cognition, various types of knowledge were considered. Thus, in ancient times, a distinction was made between knowledge And opinion. If opinion is not necessarily reliable, then knowledge is reliable by definition. Opinion usually refers to single objects, while knowledge covers the general properties of a number of similar objects. Opinion can change, it is unstable, but knowledge is inherent in stability and universality. Ancient scientists often identified knowledge with the truth of the mind - ideas.
The Middle Ages were especially concerned with the question of the relationship knowledge And faith. The main difference between them was seen in evidence. If faith does not presuppose such, then knowledge requires strict, logical argumentation.
The successes of the natural sciences in modern times led to the identification of knowledge and science. Scientific knowledge became the main object epistemology - theories of knowledge. But it was from this time that there was a division of knowledge into various types: ordinary, mythological, philosophical, religious, artistic and figurative.
Indeed, in the world of knowledge, the rational and the sensual, the logical and the illogical, the scientific and the non-scientific are intertwined. Before science was formed, there were other ways of cognitively relating to the world. But even with the development of science, even today, at the beginning of the 21st century, most people do not draw much information about the world from scientific treatises. Along with science as a way of understanding the world, there are other ways of knowledge. They are discussed in this paragraph.
MYTH AND KNOWLEDGE OF THE WORLD
The earliest way of understanding natural and social reality was myth. Who among us has not admired the poetry and magic of the myths of ancient peoples? A myth is always a narrative, and its truth cannot be doubted, and its content has always been connected in one way or another with the real lives of people. Unlike science, which seeks to explain the world and establish the relationship between cause and effect, myth replaces explanation with a story about the origin, creation of the universe or its individual parts.
Everything that happens in a myth takes on the meaning of a kind of model for reproduction. It seems to combine an obligatory story about the past and an explanation of the present and future. Thus, in Greek mythology, the origin of science and knowledge about the world is explained by the feat of Prometheus.
In myths, along with stories and narratives about events important to people, the system of rules and values accepted in a given society was also affirmed. It was peculiar modeling human behavior under certain conditions. The myths themselves served as a special “laboratory” of human thought, in which socially approved patterns of behavior for all occasions were accumulated and systematized in a certain order.
What information about the world around us did the myths contain? First of all, they described the creations of the world, animals, people, the origin of natural forces, relief features, various customs and rituals. You can probably remember such myths. In many of them, creation was depicted as the hero's "harvesting" of cultural elements (for example, by stealing from the original custodians) or as fabrication by the creator. Thus, in Ancient Mesopotamia there was a myth about the first wise demigod rulers who allegedly taught people all the achievements of technology and culture.
The process of creation of the world was often presented as the transformation of chaos into space through gradual ordering, which was accompanied by the struggle of gods or heroes with demonic forces. The separation of heaven from earth, the separation of land from the primary ocean, and the emergence of three worlds: heavenly, earthly and underground were described.
Knowledge about the change of seasons was contained in calendar myths and was associated with the story of dying and resurrecting gods and heroes (Osiris, Demeter, Persephone, etc.).
Even in ancient times, some peoples had so-called eschatological myths that described the impending death of the cosmos, followed or not followed by its revival. The ideas of the death of the cosmos or its parts are present in the myths about the flood, which is sent by the almighty gods to test people, giving the opportunity to escape to individual representatives of the human race.
Along with cosmic themes, the myths contained biographical motifs: birth, initiation into full-age status, marriage, and death of mythological heroes. All these myths contained descriptions of certain trials through which the heroes successfully passed. Entire cycles developed around some mythological heroes, as well as around individual historical characters. An example of the first type of myths is the myths about Odysseus, Theseus, and Hercules. An example of myths about real events is the myths about the Trojan War, which is known not only from the legends that have reached us, but also from the excavations of the German archaeologist G. Schliemann.
Myths, purified of ritual and elements of holiness, gave rise to fairy tales. The ancient heroic epic also goes back to myths, that is, a legend about the past containing a holistic picture of the life of the people. The most famous examples of heroic epics, closely related to mythology, are the Iliad, the Odyssey, the Mahabharata, the Ramayana, the Kalmyk epic Dzhan-gar, etc. The epic heroes of the Russian people also resemble heroes of biographical myths.
Myths, fairy tales, and epics served as a kind of way of preserving the life experience of peoples. At the same time, not only ideas about reality were remembered, but also thinking techniques that helped to navigate the world around us.
Comprehending the myths of his people, the individual began to correlate his personal experience with the generic experience of the collective, the community of people. In the preliterate era, myths were the repository of social memory. It was a kind of “living memory” that preserved the totality of knowledge, skills, and experience accumulated by more than one generation of people.
Already in the 20th century. Several directions have emerged in the study of myths. Thus, J. Fraser considered myths to be ritual texts, in which everything is not accidental, everything has its place and time. One cannot deviate from these texts, and their true meaning is accessible to few, and even this is revealed through revelation. Supporters of a different direction (functionalists) saw in myth a way of maintaining a certain order, which binds together not only the community of people living at the same time and in the same place, but also their ancestors. The function of myth is to ensure the continuity of the culture of the tribe (people).
The mythological ideas of ancient people about the structure of the world, the deeds of gods and heroes are a thing of the past. But some features of mythological consciousness are preserved to this day. Many of us still believe that a few simple ideas can explain all the diversity of the world.
In the 19th century this role was attributed to the ideas of “racial purity”, “welfare state”, “reign of universal freedom”, etc. And today some famous people are heroized by public opinion, while others are demonized. People are still waiting for a “culture hero” who will open up new, unprecedented opportunities for them.
“AND EXPERIENCE, THE SON OF HARD MISTAKES...”
A special way of understanding the world is life practice, experience of everyday life. For a long time, people not only sought to explain the world as a whole, but also simply worked, suffered from failures, and achieved results. At the same time, they accumulated certain knowledge. Unlike science, where knowledge is an end in itself, in practical experience it is a “by-product”. For example, a person who lived on the banks of a river or lake built a ship or a boat to sail on the waves. The main result of such activity was supposed to be a ship, and a secondary result was the knowledge of what kind of wood to take, how and with what to process it, and what shape to give to a floating vehicle. However, Archimedes' law was not known to the ship's builder. But if the boat turned out to be successful, then, most likely, the rules by which it was built were fully consistent with scientific principles, even if unknown to the practicing builder. A lot of knowledge of a practical nature was given to people by the activities of a craftsman, farmer, cook, doctor, winemaker, builder, etc. The way to develop practical knowledge was apprenticeship with an experienced mentor, master, craftsman.
Practical knowledge that arises during the accumulation of experience also has its own language. Remember: “by eye”, “a little bit”, “pinch”, etc. Try to determine exactly how much it is in grams, minutes, centimeters. The professional skill of the possessor of such practical knowledge requires the ability to determine microns and milligrams, fractions of a second; the ability to navigate the whole variety of tools, materials, working conditions with the help of memorable signs, habits, and dexterity.
Most practical knowledge does not pretend to have theoretical justification and does without it. Today it is difficult to find a child who does not know how to use a TV, although it is unlikely that he knows the principles of transmitting images over a distance. Anyone can tie their shoelaces without any scientific theory.
In the process of acquiring life experience, a person acquires not only practical knowledge, but also assessments and norms of behavior, and he acquires them as if gradually, without special effort, acting according to a model. Appreciative knowledge related to everyday experience is sometimes called spiritual-practical knowledge. They are one step away from folk wisdom.
FOLK WISDOM AND COMMON SENSE
The increasing volume and complexity of people's activities aimed at satisfying their needs led to the need to record knowledge and practice achievements in the form of descriptions. Moreover, such descriptions contained, as it were, the generalized experience of different people, sometimes even many generations, collected together. Such generalized practical knowledge formed the basis of folk wisdom.
In the early stages of history, human wisdom was attributed primarily to the gods, who endowed it as a gift to individuals. It was believed that people who were touched by the “spark of God” acquired the ability to judge the unknown, to predict the course of events directed by the gods themselves. With the destruction of the foundations of a society dominated by mythology, the understanding of wisdom also changed. It began to be interpreted as the ability to understand earthly events on their own, without correlation with the world of the gods.
From the generalization of experience, unique aphorisms, sayings, and judgments containing practical conclusions arose. Everyone knows the expression “Strike while the iron is hot.” This judgment was born from the observation that metal should be processed in a state where it is easier to influence. It means a call to do something in a timely manner while conditions are conducive to activity. Now it can mean actions that are not at all related to blacksmithing. Most of the evidence of folk wisdom, recorded in proverbs, sayings, and riddles, is primarily associated with practical objective activity.
Riddles are closely related to the art of ancient oracles, predictors, and soothsayers. And at the same time, the folk riddle is accessible to any person with natural intelligence and life experience. Remember how often in the fairy tale Ivanushka the Fool actually turns out to be smart enough to find answers to the riddles of Vasilisa the Wise.
A distinctive feature of folk wisdom as a peculiar a set of behavioral recipes for different cases is its heterogeneity and inconsistency. This is due to the fact that it records the attitude of different people to the same phenomena and actions, therefore there are directly opposite judgments on the same issue. For example: “Work is not a wolf, it won’t run away into the forest,” and next to it, “Don’t rush with your tongue - hurry with your deeds.” You yourself can continue to select this kind of judgments of folk wisdom.
Now let's look at what it is common sense. The dictionary defines it as people’s views on the surrounding reality and themselves that spontaneously develop under the influence of everyday experience, and these views are the basis for practical activity and morality. Let's try to understand this interpretation.
First of all, common sense includes information (it can also be called knowledge) acquired spontaneously, without special cognitive activity. They are assimilated to the extent that a person masters the living, direct experience of his contemporaries, the skills of human life. In this understanding, common sense constitutes the so-called natural thinking and is inherent in every healthy person. So, from the point of view of common sense, if you don’t know how to use some device, it is advisable to ask someone who knows, and if there is none, do not touch the device unless absolutely necessary. Common sense dictates that it is better not to do anything that could harm others and the actor himself.
Undoubtedly, common sense records seemingly obvious information that has been repeatedly verified. But can you always trust only him in everything? In other words, is common sense alone sufficient for meaningful activity?
It is worth noting that common sense, being closely related to the experience of many people, is entangled in misconceptions, prejudices, stable ideas, and stereotypes accepted by people of a given era as absolute, unshakable truths. Thus, in the time of Homer, it was believed that the existence of people with dog heads was possible. This caused surprise, but not doubt. Common sense is a rather conservative phenomenon, it changes little, new information hardly displaces old information, but changes still occur over time. Perhaps it is not bad that in the process of continuous development of ideas about the world, some areas of knowledge remain unchanged, based not so much on science as on the living experience of our ancestors.
COGNITION THROUGH ART
Art provides a different type of knowledge. It deals with the artistic exploration of the world. Of course, art is not limited to understanding the world; its purpose is much broader. Art expresses a person’s aesthetic attitude to reality. (Further on, the uniqueness of aesthetic activity will be discussed specifically. Here we will limit ourselves to pointing out the cognitive side of art.)
Thus, one can study the historical past from archival documents and archaeological finds, systematizing and generalizing them. But you can learn about the past with the help of works of art created by masters of literature, painting, and theater. A work of art gives an emotionally charged and vivid idea not only of what the heroes of the past looked like, but also of what they thought and felt, how they behaved in certain circumstances, and helps to sense the spirit of the times.
At one time, literary critic V. G. Belinsky called A. S. Pushkin’s novel “Eugene Onegin” “an encyclopedia of Russian life.” Indeed, readers get acquainted with various aspects of the life of Russian society at the beginning of the 19th century.
A specific way of artistic cognition is artistic generalization, an image.
Being a reflection of reality, the image has certain properties of a really existing object. A literary story about an event is not the event itself, but makes it possible to recreate it using the reader’s imagination. Marble is not living flesh, but it is necessary to “cut off the excess from the block,” as the great sculptor Michelangelo argued, to give the cold stone the form of an artistic image - and here in front of an admiring viewer is the powerful body of a handsome athlete or the face of a philosopher illuminated by the light of wisdom. The plane of the canvas, used by the painter with the help of skill, color, line, composition, turns into three-dimensional space. This replacement of one object with another originates from the primitive worldview, according to which all things can turn into each other. One item can replace another, and the essence and purpose of both becomes clearer.
In ancient and medieval art, the place of the artistic image was occupied by the canon - a set of applied rules of artistic or poetic craft. Following it was a necessary condition for artistic activity. During the Renaissance, the idea of style appeared as the right of the artist to create a work in accordance with his creative initiative, that is, to create the world according to his own idea of it. In the 18th century, when knowledge about nature was rapidly developing, the artistic form began to be perceived as a unique organization, orderliness, subordinate to internal goals. The artist, exploring the world, transformed it in artistic images. The understanding of art as “thinking in images” originates from G. Hegel.
G. Hegel wrote that the image stands “in the middle between direct sensuality and thought belonging to the realm of the ideal.” In other words, the image helps to imagine an ideal thought through a real embodiment and understand this embodiment as an expression of thought. Let's explain this with an example.
In M. Yu. Lermontov’s poem “The Poet” we find an image: poetry - “the bell on the veche tower.” Here real existing objects that are far from each other are compared. But by replacing one with the other, it becomes possible to discover in poetry such a property as the ability to unite people, to convene them at moments that are important for life, etc. Agree that you can write many books on the topic “What is poetry,” or offer a vivid image, and much becomes clearer, penetration into the world of poetry becomes deeper. At the same time, explaining the meaning of an artistic image in words is not easy. At the same time, its impoverishment inevitably occurs, some important details are not translated into the language of words, and the mystery of the sounding poetic image remains.
The ancient poet Hesiod wrote: “The Muses tell lies that resemble the truth.” Being an ideal, and not a real object, an image has some properties of concepts, ideas, hypotheses and other mental constructs that a person uses when exploring the world. It does not just reflect the world, but, as it were, generalizes the important properties of many real objects. The image reveals the essential, unchanging, eternal in the individual, transitory, accidental. In our example from Lermontov, the specific characteristics of the bell are unimportant; what is important for us is the purpose of poetry, which the found image conveys capaciously and deeply.
With the help of an artistic image, art creates a kind of hypothesis of the surrounding world or its parts. This hypothesis certainly requires the person perceiving and cognizing the world to have his own imagination, creativity, deep mental activity, and finally, a willingness to perceive the world in this way.
So, we agree that cognitive activity is very diverse. It cannot be presented as a solemn procession towards absolute truth, during which an increase in more and more new truths occurs. On the path of knowledge, misconceptions, disappointments, and mistakes await a person. Advanced scientific knowledge can coexist with prejudice and ignorance. All this does not negate the importance of scientific knowledge, but only emphasizes that the diversity of human manifestations and the richness of the world around him also require a diversity of knowledge of reality, a combination of different methods and forms of cognitive activity.
WHERE SCIENCE ENDS
Another consequence of the existence of extra-scientific knowledge is the emergence from time to time of such directions that received the general name “parascience” (from the Latin para - after, with), i.e. pseudo-scientific knowledge. Unlike common sense, which invariably strives for clarity, unambiguity, and prescription (do this and don’t do that), parascience suffers from the vagueness and mystery of the information with which it operates. How often do you read or hear about certain mysterious, inexplicable phenomena (unidentified objects, fantastic cases of healing of the terminally ill, rejected by medical science and practice, etc.). There is no doubt that not all the secrets of nature, society, and man himself have been discovered; no one will undertake to claim that science has penetrated into the farthest corners of the universe. Due to the limited ability of science to answer all questions without exception, there is always some unexplored space into which people strive to penetrate. This space is occupied by parascience, often using information that is not confirmed by experiment, does not fit into accepted theories, or simply contradicts generally accepted and practice-tested scientific knowledge.
It would probably be wrong to assume that everything that science cannot explain today is the domain of parascience. Of course, breakthroughs are possible in certain areas of knowledge that will outpace the development of theories. There are reliable facts that do not fit into established scientific systems. But this does not mean that unfair handling of such facts gives the right to deny their scientific value. The approach to such issues must be thoughtful and objective.
Parascience is distinguished by its claim to universality: often found drugs or a treatment method that are far from traditional medicine, supporters of parascience rush to declare a universal remedy for all diseases. Often parascience, claiming exclusivity, resorts to pseudoscientific terminology, difficult to translate and mysterious or meaningless. For example, the statement “A person is born with a spherical biofield” contains more questions than information. What is a spherical biofield? Who and how determined its sphericity? How far does it spread? If geometrically a person is not a point, then does this mean that in different parts of the body the biofield has different thicknesses in order to remain a sphere? But parascience does not seek answers to these endless questions; it categorically uses a similar formula, using it to explain the causes of diseases or other human problems.
Parascience is also characterized by inflated claims to attention to oneself (it looks something like this: “I proposed a new cure for all diseases, but I will not explain this to pharmacists, since they are not yet mature enough. Organize a report for me before the Presidium of the Academy of Sciences or a television appearance on the whole country, otherwise I won’t say a word”). Any proposals to conduct additional examinations or checks are perceived as an insult and mistrust. At the same time, parascience often demonstrates intolerance towards traditional science, appealing not to professionals, but to the masses, the press, etc.
Concluding the conversation about parascience, we note that, although it sometimes contributes to the emergence of new scientific problems, it is characterized by an avoidance of specific explanations, a desire to bypass those facts that do not correspond to or contradict the methods it uses.
State budgetary educational institution secondary school No. 444 of the Frunzensky administrative region
St. Petersburg
Lesson summary on the topic
“Diversity of ways to understand the world”
Voronova
Tatiana Fedorovna,
social studies teachers
Saint Petersburg
2012
Explanatory note for the lesson
The lesson is compiled in accordance with the program of L.N. Bogolyubov “Social Studies”, (basic level) and can be taught in 10th grade when studying the section “Man and Society”. The topic is “Cognition and knowledge.”
This is an integrated lesson(Social Studies and World Artistic Culture),a lesson in consolidating and summarizing acquired knowledge on the topic: “The diversity of ways to understand the world”, their systematization, as well as the formation of skills and abilities to read and interpret various cultural texts.
This form of lesson organization helps students learn to simultaneously apply existing knowledge in a slightly different situation. The lesson was developed using a multi-channel model for mastering cultural heritage, the method of open questions and elements of critical thinking technology.
Conducting this lesson is advisable after studying such fundamental concepts of the social studies course as society, man, man as a spiritual being, the variety of human activities, various ways of understanding the world, as well as consideration of important philosophical and debatable questions: “What is a person?”, “Goals” and the meanings of human life”, “Truth”, “Methods and ways of human cognitive activity”, “about the uniqueness of various ways of knowing the world”...
Lessons devoted to the problems of cognition and epistemology, in addition to their important informational value, are no less significant from an ideological point of view, since even today many aspects of epistemology still do not have an unambiguous answer and are debatable. In addition, especially in recent years, the so-called “social construction of reality” often occurs. , in which numerous media play a huge role, the influence of various mythological practices, pseudo-scientific theories is growing, many other ways of manipulating consciousness appear, and therefore the problem of conscious perception and critical processing of arrays of various information is quite acute.
The objective difficulties of the paths of knowledge for high school children are further complicated by the subjective ones. This happens due to the psychological characteristics of adolescence, social immaturity, most of them are characterized by a critical view of the world, categorical, and sometimes categorical judgments. Often young people, wanting to fully understand and understand what is personally significant to them today, come across inconsistency, complexity, and inexplicability of the truth that they want to know. How to refrain from extremes, does modern science provide absolute truths, why are “physicists” and “lyricists” still arguing, what unites the knowledge of different aspects of the world around us and one’s own “I”? These questions undoubtedly arouse genuine interest among modern high school students. Therefore, it seems appropriate to focus students’ attention on the fact that, indeed, human knowledge has gone through a very difficult path in its development and modern problems and mysteries did not appear now, but accompany humanity throughout the entire path of social development. Scientific and foreign knowledge coexist in a complex and sometimes contradictory manner, interact and influence each other.
The path of knowledge is complex, contradictory and ambiguous. The difficulty lies in the fact that cognition is a diverse, multi-stage process, conditioned by numerous, not always explainable, causes and conditions that constantly occur in space and time. "The inconsistency of knowledge is already manifested in the fact that it transforms the material into its opposite– perfect. In the process of reflection, the physical (the external world, its actual properties and relationships) is transformed into the physiological (the work of the nervous system, brain) and, finally, into the mental into a fact of consciousness, mental images of things, events, processes. The inconsistency of knowledge is also manifested in the specificity of its forms, in the nature of the connections between these forms.”
The result of cognition is the acquisition of objective knowledge necessary for each person in order to navigate the world around him, plan and implement his activities, understand current events, and predict the future. Knowledge serves as a means of transforming reality; it arises in the process of cognition, consisting of many different forms, stages, and levels. In the theory of knowledge, scientists distinguish sensory and rational knowledge, taking into account intuition as a special moment in the connection between the sensory and the rational. In addition, scientific information is in close relationship with everyday ideas, practical experience, folk wisdom, elements of mythology, as well as data from parascience. A separate type of cognition is cognition through the means of art. This entire multi-colored palette of the world of knowledge exists and operates in interconnection and mutual influence. Students are invited, in advance, having previously divided into groups, to explore various types of knowledge that can be read from an authentic cultural text -fresco work , (created in 1495– 1498 V V ), depicting the scene with their .
Children are encouraged to use the knowledge gained from studying this work of art in the lessons of world artistic culture, as well as to use literary sources, Internet resources and publications in the media.
Schematic drawing of the Last Supper
Leonardo da Vinci with the names of the apostles
The purpose of the lesson:
Using the example of one work of art, illustrate the variety of ways to understand the world, the complexity of the formation and mutual influence of scientific and foreign knowledge.
Tasks:
Educational
Summarize, repeat and consolidate acquired knowledge on the topic
Show the significance of the topic being studied (updating knowledge) for the next cognitive activity of students
Developmental
Promote the development of skills to read and interpret various cultural texts
Promote the formation of critical skills in perceiving information from various sources
Develop the ability to apply knowledge gained from studying different sources in the context of a task.
Improve the ability to use social science terms in the context of answers
Educating
Promote the creation of conditions for the development of communication skills when working in a group
Promote the formation of a positive attitude towards the issue being studied
To help students find their own position in modern debates about cognitive activity in all its diversity and contradictions
Equipment: multimedia installation, reproduction of the fresco “The Last Supper”, schematic drawing of Leonardo da Vinci’s “Last Supper” with the names of the apostles, diagram of “Forms of Knowledge”.
Advance task: each group, after consulting the teacher, prepares a presentation of its answer to the task (presentation, preparation of messages), writing a syncwine.
Technological lesson map
Lesson steps
Lesson topic: “Diversity of ways to understand the world.”
"Study the science first"
“then follow in practice the instructions given to you by science”...
“Experience alone, pure empiricism, is not enough:
experience must be based on reflection.
“Artists, first of all, study science”
Teacher's opening remarks:
Cognitive activities are very diverse. It cannot be presented as an ascending striving for absolute truth, during which more and more new truths appear. On the path of knowledge, misconceptions, disappointments and mistakes await a person. Advanced scientific knowledge exists simultaneously with ignorance and often even with prejudice. Therefore, without diminishing the enormous importance of scientific knowledge, it is recognized that the diversity of human manifestations and the richness of the world around him also requires a diversity of knowledge of reality, a combination of different methods and forms of cognitive activity. Science has gone through a very difficult path in its development. At all times there have been discoveries and mistakes, rollbacks and delusions, often lies were encountered on the way to obtaining reliable knowledge, but at all times geniuses have been born and created, innovative techniques have appeared, immortal works that do not leave people indifferent to this day.
Leonardo da Vinci is one of the greatest figures of the Renaissance, as well as the entire history of mankind. His achievements in the field of fine arts, engineering and technical developments, and discoveries in natural science are widely known. However, in addition to all this, Leonardo da Vinci made a significant contribution to understanding the general principles of scientific knowledge. His philosophical ideas can be effectively used within the framework of modern methodology of scientific knowledge, and acquire particular relevance in the light of the discussions that are taking place at the beginning of the new millennium.
The variety of interests of Leonardo - an artist, experimenter, inventor, and the simultaneous study of many different natural phenomena were generated by the desire to know the true appearance of things, to penetrate into their true essence. The most important thing in Leonardo's unfinished quest is the attempt to create a new method of cognition.
In advance, divided into groups, you had to explore the different types of knowledge that can be read from a famous work of art of the Renaissance,fresco work . You were recommended to use the knowledge gained from studying the “Last Supper” fresco in the lessons of world artistic culture, ideas about the methods and means of scientific knowledge that you acquired while studying school subjects such as physics, biology, chemistry, mathematics and social studies. You had the opportunity to receive the necessary consultations from teachers of World Art Culture and Social Studies, use Internet resources and literary sources, and publications in the media.
Group 1. Scientific knowledge
Exercise:
Why p the inventory became a milestone in history ? What scientific knowledge and discoveries does this work of art convey? What is the fundamental novelty of the organization of space in this creation of Leonardo?
What is the peculiarity of the fresco painting technique? What methods of scientific knowledge did the author use when creating his work? What levels of scientific knowledge does Leonardo confirm and show through his work?
The principle of the “Golden Section” in “The Last Supper”, Leonardo? What methods of rational knowledge did Leonardo before Vinci declare and use in his activities?
Which statements regarding the acquisition of true knowledge formulated by Leonardo are still relevant today?
What is the complexity and inconsistency of Leonardo's scientific knowledge?
Compose a syncwine on the topic “Scientific knowledge.”
Group 2. Art.
Exercise:
Why is this fresco so important for a modern person, and for a young man of your age?
What “eternal” questions concerning every person, a young man of your age, does Leonardo da Vinci pose in this work?
What gives the Last Supper its unique character?
What is unique about the composition of the fresco?
Compose a syncwine on the topic “Exploring the world through art.”
Group 3. Religious knowledge
Exercise:
What event of the Gospel, according to biblical knowledge, is depicted at the Last Supper of Leonardo da Vinci?
The establishment of what main sacrament at the Last Supper does the Gospel of Matthew testify in sufficient detail?
What other rites are performed in the Orthodox Church on Maundy Thursday?
Is it only a religious sacrament depicted in Leonardo's fresco?
Compose a syncwine on the topic “Religious Knowledge.”
Group 4. Parascientific knowledge
Exercise:
What predictions, according to modern researchers of Leonardo’s heritage, are encrypted in Leonardo da Vinci’s painting “The Last Supper”?
Which mathematical-astrologicalis the code compiled by Leonardo being solved by modern researchers of his work?
What is attributed to the symbolism of individual parts of the image? What other hypotheses, according to modern researchers of Leonardo da Vinci’s work, await confirmation?
What myths still accompany Leonardo da Vinci's Last Supper today?
"The Da Vinci Code" by Dan Brown and "The Last Supper" by Leonardo da Vinci?
Which of the researchers of Leonardo’s heritage in Russia claims that it was he who unraveled the mystery of the “Gioconda” and coined the term “Da Vinci Code”
Compose a syncwine on the topic “Parascientific knowledge.”
3 . Summarizing:
When summing up, schoolchildren are asked to analyze their observations about the specifics of understanding the world with the help of an artistic image, to focus on art as one of the most important ways of understanding the world, and also to understand how complex, diverse and contradictory the path of knowledge is. When presenting work and answering questions from the teacher and classmates, it is necessary to use the basic concepts of the topic and social science terms in the context of the answer.
Teacher's final words.
Our joint work has shown how complex and contradictory the knowledge of the world is, what a long and difficult path humanity goes through on the path to comprehending true knowledge. And how difficult it is to comprehend and achieve absolute truth.Our lesson today confirms that,Indeed, human knowledge has gone through a very difficult path in its development, and modern problems and mysteries did not appear now, but accompany humanity throughout the entire path of social development. Importance is obvious all methods of cognition, and at the same time it is difficult to overestimate the importance of cognition by methods of art. What a huge contribution the creations of great masters make to the understanding of the world, and the work of the great Leonardo da Vinci is the clearest example of this.
It is amazing how often today modern figures of culture, science and art turn to the creative heritage of Leonardo.
In literature, in Dan Brown's modern novel " "Analysis of the fresco helps in solving the mystery of the murder of Jacques Saunière. The literary version continues incinema:in the feature film " " The main characters find their faces on the mural in the documentary " " The plot of the fresco is parodied in the animated series " " In the film version of the rock opera , participants of the Last Supper repeat the poses of the apostles . The mural is featured in the documentary series " " In the film's intro " ", the farewell party recreates the Last Supper. All of these contemporary works were created from 2003 to 2009. The fresco does not leave indifferent either cultural and artistic figures, or ordinary people who are eager to touch this work, or the numerous researchers around the world of the creative heritage of the great Leonardo. And the most important result of our lesson is that you understood and compared how little you could say about Leonardo’s fresco before our work began, and how many new and interesting things you learned and can now tell about this work.
4. Homework:
Write an essay on the topic of any statement
1. “He who is carried away by practice without science is like a helmsman entering a ship without a rudder or compass: he is never sure where he is sailing. Practice should always be built on a good theory. The science is the commander, and the practice is the soldiers.”
2. “Artists, first of all, study science.”
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