Plan on the topic of knowledge. Cognition as a type of activity

Using social science knowledge, draw up a complex plan that allows you to essentially reveal the topic “Scientific knowledge”. The plan must contain at least three points, of which two or more are detailed in sub-points.

One of the options for a plan for covering this topic:

1. The concept of scientific knowledge.

2. Distinctive features of scientific knowledge:

a) objectivity;

b) rationalism;

c) consistency and orderliness;

d) verifiability (verifiability);

d) special language.

3. Modern classification of sciences:

a) humanitarian;

b) natural;

c) social, etc.

4. Functions scientific knowledge:

a) cognitive-explanatory;

b) ideological;

c) production and transformation;

d) prognostic.

5. Levels of scientific knowledge:

a) empirical;

b) theoretical.

6. Methods of scientific knowledge:

a) scientific observation;

b) description;

c) classification;

d) scientific experiment;

e) scientific modeling, etc.

The presence of any two of the 2-6 points of the plan in this or similar formulation will allow the content of this topic to be revealed in essence.

Example 1.

Example 2.

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Example 3.

The plan does not disclose the specified topic (including a set of abstract formulations that do not reflect the specific content of this topic).

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Example 4.

The wording of the plan points is correct and allows you to reveal the content of the topic in essence (the provisions of at least two of the plan points noted above are reflected). The structure of the answer corresponds to a complex type plan (contains at least three points, two of which are detailed).

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The wording of the plan points is correct and allows you to reveal the content of the topic in essence (the provisions of at least two of the plan points noted above are reflected). The structure of the answer corresponds to a complex type plan (contains at least three points, two of which are detailed)

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Task No. 2465

Using social science knowledge, draw up a complex plan that will allow you to essentially reveal the topic “The environmental crisis as a global problem of our time.” The plan must contain at least three points, of which two or more are detailed in sub-points.

When analyzing the answer, the following is taken into account:

Compliance of the structure of the proposed response with a plan of a complex type;

The presence of plan points indicating the examinee’s understanding of the main aspects of this topic, without which it cannot be revealed in essence;

Correct wording of plan items.

The wording of plan items that are abstract and formal in nature and do not reflect the specifics of the topic are not counted in the assessment.

1. Concept global problems, their types:

a) environmental;

b) the problem of North and South;

c) international terrorism.

2.The essence of the global environmental crisis:

a) extinction of biological species;

b) pollution of the atmosphere, soil, and oceans;

d) global warming, etc.

3. Causes of the global environmental problem:

a) Growing scale economic activity people.

b) Consumer attitude towards nature;

c) underdevelopment of the ecological consciousness of society.

4. Signs of a global environmental problem:

a) affects the interests of all countries and peoples;

b) requires an immediate decision;

c) requires the unification of the efforts of all mankind, etc.

5. Ways to overcome the environmental crisis:

a) changing people’s attitudes towards nature;

b) science in the service of ecology;

c) international cooperation in solving environmental problems.

A different number and (or) other correct wording of points and sub-points of the plan are possible. They can be presented in nominal question or mixed forms.

The presence of any two of the 2-5 points of the plan in this or a wording similar in meaning will allow the content of this topic to be revealed in essence.

Example 1.

In accordance with the assessment check criteria, the given answer should be assessed with 3 points.

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Example 2.

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Example 3.

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Task No. 8601

Using social science knowledge, draw up a complex plan that will allow you to essentially reveal the topic “Competition and its functions in a market economy.” The plan must contain at least three points, of which two or more are detailed in subparagraphs.

When analyzing the answer, the following is taken into account:

Compliance of the structure of the proposed response with a plan of a complex type;

The presence of plan points indicating the examinee’s understanding of the main aspects of this topic, without which it cannot be revealed in essence;

Correct wording of plan items.

The wording of plan items that are abstract and formal in nature and do not reflect the specifics of the topic are not counted in the assessment.

1. The concept of market competition.

2. Conditions for the emergence of competition.

3. Functions of competition in a market economy:

a) regulatory;

b) stimulating;

c) sanitizing.

4. Types of imperfect competition:

a) pure monopoly;

b) monopolistic competition;

c) oligopoly.

5. Perfect competition and its characteristics:

A) large number firms on the market;

b) sale of goods at free prices;

c) unhindered entry of any new company into the market;

d) availability of economic information to everyone, etc.

6. Consequences of monopolization of the economy.

A different number and (or) other correct wording of points and sub-points of the plan are possible. They can be presented in nominal question or mixed forms.

The presence of any two of the 3-5 points of the plan in this or similar formulation will allow the content of this topic to be revealed in essence.

Example 1.

The plan consists of five points, three of which are detailed in sub-points. There are two points in the plan, without which this topic cannot be disclosed on its merits. The wording of the plan points is correct and allows you to reveal the content of the topic in essence.

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Lesson: Cognition as an activity

Hello. Today we begin a conversation about cognition. The topic of our lesson is “Cognition as a type of activity.”

Cognition is usually called the process of purposeful active reflection of reality in the human mind.

The results of knowledge are transmitted from generation to generation with the help of material media. It is not only a book, but also myth, fairy tale, cinema, television and even spoken word.

The question of knowledge, its possibilities and limits is one of the main questions of philosophy. It is dealt with by a special branch of philosophy - epistemology (this word comes from the Greek “gnosis” - “knowledge”). It is also called epistemology.

The main question of epistemology is “Is the world knowable?” In social thought, there are three possible answers to this question. People who answer “Yes” are called gnostics, those who doubt the ability of man and society to understand the world are called skeptics, and finally, people who deny the fundamental possibility of knowing the world are called agnostics (Fig. 1).

Rice. 1. Epistemological positions

Let's look at these epistemological positions in more detail.

From the point of view of Gnosticism, the world is knowable, and man has the potential limitless possibilities knowledge. If we do not know something, this is explained by the imperfection of our methods of knowledge. For example, we do not know what is at the center of our Galaxy, but we can assume that it is a black hole.

From the point of view of skeptics, we are forced to rely on data from our senses and cannot say how true these data are. One of the most famous representatives skepticism David Hume, believed that a person operates only with his sensations, cannot go beyond their boundaries and therefore does not even know whether he exists outside world or not. From here it is very close to solipsism. Solipsism ( subjective idealism) – philosophical concept, whose representatives believe that there is only one consciousness, and the entire material world is its apparent creation.

This is not to say that the skeptics are completely wrong. Color. Temperature.

A skeptic does not know what nature the information he receives from his senses is - true or false. A representative of agnosticism is sure that feelings lie to us. The founder of this concept, Immanuel Kant, believed that the senses record only the external properties of things, but are not able to provide information about their essence.

From Kant's point of view, all things in this world have two forms - “thing-in-itself” and “thing-for-us”.

It is not surprising that the vast majority of scientists and philosophers are Gnostics. After all, if we deny the reality of the things, processes and phenomena we perceive, then it is impossible to study them, which means there can be neither science nor philosophy.

The knowability of the material world is one of the principles of epistemology. Another important principle is dialectics. This word comes from the Greek “dialegomai” - “I argue” and means an approach to objects from the point of view of their development. Dialectics as a principle of knowledge of the world states that things do not remain unchanged. They are constantly transformed under the influence of numerous factors.

The main way of knowing modern philosophy is considered practice. Knowledge gained in a practical way is the most durable. Practice for students.

As we already said in the last lesson, cognition is one of the main types of activity. The structure of cognition is absolutely identical to the structure of activity: here too there is a motive, needs, beliefs, social attitudes and, of course, activity. If consciousness does not require human activity, but cognition is impossible without goal setting and implementation of specific actions.

Remember the episode from the stories about Conan Doyle. Sherlock Holmes asks Watson how many steps there are in the staircase in their house.

Why can't Watson remember this? After all, he had seen this staircase many times. It was reflected in his consciousness, but was never the subject of knowledge. Remember now how many windows there are in your house, or steps in the entrance.

Just as in other types of activity, in cognition there is also a subject and an object of cognition, and therefore three types of their interaction. Cognition can also be subject-object, subject-subject and reverse (we call it self-knowledge).

But there is also a difference between cognition and other types of activity. Cognition always carries creative nature. Take two books written different people on the same topic, and you will see how their positions differ. That is why, when you submit identical essays, and even more so essays on the same topic, teachers do not believe that this is a mere coincidence. The creative nature of knowledge is manifested in the selection of material, and in the choice of methods, and, of course, in your conclusions.

H to illustrate the creative nature of cognition, German philosopher Ludwig Wittgenstein invented and drew the “duck rabbit” (Fig. 2). Duckrabbit

What do you see in this picture?

Such upside-down pictures are very popular. Psychoanalysts, for example, use them to see the psychological attitude of their patients.

The goal of cognition is truth - an adequate and identical reflection of an object by the subject of cognition. The opposite of truth is called error.

We call truth such human knowledge about the phenomena of nature, society and consciousness, which corresponds to objective reality and which can be verified with the help of human practical activity and certain methods.

The concepts of “truth” and “truth” are used constantly. Very often they are mixed up; they do not see much difference between them. However, there is a difference. If you ask ordinary person, how truth differs from truth, most likely, you will be told that everyone has their own truth, but the truth is always the same. Truth is the correspondence between the real state of affairs and our thoughts about it; truth describes evaluative knowledge. The fact that Lenin was born in 1870 is true, since this data can be verified. But what Lenin was good man or, conversely, bad, is evaluative knowledge, which means that for some people it is true, and for others it is a lie.

In philosophy it is customary to talk about absolute and relative truth. Absolute truth is complete, complete knowledge that cannot even be specified. Relative truth is also objective in nature, but it can be clarified and developed. Both absolute and relative truth are objective and differ only in the degree of accuracy and completeness of reflection of reality.

No wonder that absolute truth is perceived by us as unattainable. There is, of course, some elementary knowledge that cannot be refuted (for example, Russian Federation is a republic), but it can also be developed.

Despite the fact that the goal of knowledge for everyone is truth, the ways of knowledge may be different. In modern epistemology, there are several theories of knowledge, representatives of which use different methods to study the world and man. We will get acquainted with these theories next time. And our lesson today is over. Thank you for your attention.

Younger brothers and knowledge

In Ershov’s fairy tale “The Little Humpbacked Horse,” the youngest son was not distinguished by any special mental abilities: “The younger one was completely a fool.” I don’t want to offend the younger children in the family, but psychologists are sure: those who were born earlier have more opportunities for intellectual development.

In the late 1960s - early 1970s. a study was conducted in the Netherlands on the effects of malnutrition on the intellectual abilities of children born at the end of the Second World War; As part of this study, the Raven's Intelligence Test was administered to over 350,000 Dutch men aged 19 and showed that test scores were lower the higher their birth number.

For several years, no one could explain this paradox. Only in 1975, psychologists Robert Zajonc and Gregory Marcus proved that older siblings often play the role of teachers in relation to younger ones. After all, if a younger brother cannot solve a problem, he turns to his elders. The elders thereby repeat the material already studied.

There is an anecdote about a teacher who himself already understood the material he was presenting, but the children did not understand everything.

However, younger brothers and the sisters have a way out. You can explain the material to a dog or even an imaginary student. After all, this is a reverse activity: its result will be the improvement of the intellect of the one who explains.

Lies like an eyewitness

At one of the law schools, a professor performed such an experiment. At the beginning of the lecture, he seemed to completely randomly take out various objects from his briefcase, put them on the table and put them away after a while. At the end of the lecture, he asked the students to list on a piece of paper what objects were on the table.

The results were stunning. All students saw these objects, but practically no one made them the subject of their knowledge. No one could list all the items; most students could name less than half, and many even named objects that were not on the table.

The professor thus demonstrated selectivity to the students human cognition and the possibility of forming false knowledge. Among lawyers there is even an expression “lying like an eyewitness”: witnesses to the same event can describe it in completely different ways.

What belly is deaf to learning?

In the Russian language, and in some other languages, there are mutually exclusive expressions such as “a well-fed belly is deaf to learning” or “a hungry belly is deaf to learning.” So what kind of cognizing subject should be in order for the process of cognition to be most successful?

In psychology, there is the concept of “cognitive maps,” which describes the volume of space in which a person can freely navigate. Edward Tolman (1948) conducted experiments with rats in a maze and found that rats also have cognitive maps, that is, they imagine the entire space, and not just a visible part of it (they have spatial orientation). In addition, rats that received a reward (food) learned the maze much faster than those that did not receive reinforcement. However, the hungrier the rats, the more they strive only for the goal and the narrower their cognitive maps.

Tasks C8.

Topic: Cognition and knowledge.

C8 Levels of Cognition."

1. Two sides of knowledge.
2. Basic forms of sensory cognition:

a) sensation;

b) perception;

c) presentation

3. Forms of rational knowledge:

a) concept;

b) judgment;

c) inference;

4. The question of the place of sensory and rational knowledge in human life:

a) empiricism;

b) rationalism;

c) the internal unity of the sensual and rational principles in knowledge.

C8 . Prepare a detailed answer on the topic “Scientific knowledge».

Make a plan according to which you will cover this topic. The plan must contain at least three points, of which two or more are detailed in sub-points.

1. Scientific knowledge as a process of obtaining true knowledge.
2. Objectives of scientific knowledge:

a) description;

b) explanation;

c) prediction of processes and phenomena of reality.

3. Specificity of this type of cognition.

4. Levels of knowledge:

a) empirical;

b) theoretical;

c) interaction between theoretical and empirical levels;

5. Scientific knowledge at the present stage of development of society.

C8 . Prepare a detailed answer on the topic “Knowledge and truth».

Make a plan according to which you will cover this topic. The plan must contain at least three points, of which two or more are detailed in sub-points.

1. Truth as a process of adequate reflection of reality.
2. Aspects of truth:

a) objective;

b) absolute;

c) relative;

3. Criteria of truth:

A) compliance with the laws of logic;

B) following previously discovered laws of a particular science;

B) practice;

4. The influence of the development of science on truth.

C8 . Prepare a detailed answer on the topic “Variety of types of knowledge».

Make a plan according to which you will cover this topic. The plan must contain at least three points, of which two or more are detailed in sub-points.

1. Cognition as a basic human need.
2. Types of knowledge:

a) everyday;

b) scientific;

c) artistic;

d) practical knowledge;

3. Features of social cognition:

a) coincidence of subject and object;

b) the influence of personal assessments on the assessment of social phenomena;

c) limited possibilities of observation and social experiment;

4. Influence various types knowledge on the life of modern man

C8 . Prepare a detailed answer on the topic “Methods of scientific knowledge».

Make a plan according to which you will cover this topic. The plan must contain at least three points, of which two or more are detailed in sub-points.

1. Methods and techniques for solving cognitive problems.
2. The area of ​​theoretical knowledge is methodology.
3. Differentiation of methods of this type of cognition:

a) universal;

b) general scientific;

c) private;

4. Characteristics of general scientific methods:

a) analysis;

b) synthesis;

c) induction;

d) deduction;

e) analogy;

5. Modeling. Types of modeling:

a) material (subject)

b) ideal (logical)

6. The influence of the state of the country’s economy on the possibilities of using the modeling method.

C8 . Prepare a detailed answer on the topic “The place of history in the knowledge of man and society».

Make a plan according to which you will cover this topic. The plan must contain at least three points, of which two or more are detailed in sub-points.

1. Variety of theories and concepts of historical development.
2. The inconsistency of everyday and scientific perceptions of the past.
3. The place of history in the life of mankind:

a) history and modernity;

b) historical past;

c) history as the collective memory of people;

4. History and progress:

a) the emergence of faith in progress;

b) doubts about the inevitability of historical progress;

c) ideas about the crisis of civilization and the threat to human life (ecological crisis, world wars of the 20th century)

5. The need to preserve history as a science.

C8 . Prepare a detailed answer on the topic “ Knowledge and faith."

Make a plan according to which you will cover this topic. The plan must contain at least three points, of which two or more are detailed in sub-points.

1. Knowledge as an adequate reflection of reality.
2. Features of knowledge:

A) reproduction of objective regular connections of the real world;

B) the desire to discard false information;

C) reliance on facts and evidence.

3. Faith:

A) the basic concept of religion;

B) an important component spiritual world person;

C) an element of cognitive activity;

4. The coincidence of faith with the concept of “religion”.

5. The relationship between knowledge and faith.

6. Faith as part of the cognitive process as a stimulus for scientific creativity.

C8 . Prepare a detailed answer on the topic “ Knowledge of the world."

Make a plan according to which you will cover this topic. The plan must contain at least three points, of which two or more are detailed in sub-points.

1. Cognition as a process of activity.
2. Sides of the cognition process:

a) subject

b) object

c) result.

3. Philosophical schools about the possibility of knowing the world:

a) agnosticism;

b) skepticism;

c) optimism.

4. Types of knowledge:

a) ordinary;

b) social;

c) scientific;

d) religious;

e) mythological;

e) artistic.

5. Interrelation of types of knowledge.

C8 . Prepare a detailed answer on the topic “Functions of practice in the process of cognition».

Make a plan according to which you will cover this topic. The plan must contain at least three points, of which two or more are detailed in sub-points.

1. The role of practical needs in the development of science.
2. Practice is the basis of knowledge:

a) observation of the surrounding world;

b) transformation of the world as a result of practical activities;

c) tools, instruments, equipment necessary to realize the possibilities of practical knowledge.

3. Why does a person learn the laws of the development of the world?

4. The criterion of truth is practice.

5. Fundamental components of practice:

a) material production;

b) accumulated experience;

c) experiment

C8 . Prepare a detailed answer on the topic “Social cognition ».

Make a plan according to which you will cover this topic. The plan must contain at least three points, of which two or more are detailed in sub-points.

1. Knowledge of society.
2. Difficulties in the process of learning about society:

a) variety of phenomena and events;

b) contradictory spiritual relationships;

c) coincidence of the object and subject of cognition.

3. Methods of social cognition:

a) participant observation;

b) non-participant observation;

c) social experiment.

4. Features of a social experiment:

a) specific historical nature;

b) lower degree of isolation of the object;

c) extreme undesirability of errors.

5. Methods of social cognition:

a) historical

b) modeling

c) scientific foresight.

C8. Prepare a detailed answer on the topic “The role of intuition in cognition».

Make a plan according to which you will cover this topic. The plan must contain at least three points, of which two or more are detailed in sub-points.

1. Specificity of intuition as a cognitive process.
2. Prevalence of intuition.
3. Characteristic features of a person’s intuitive abilities:

a) the unexpectedness of the solution to the task;

b) lack of awareness of ways and means to resolve it;

c) the direct nature of the comprehension of truth.

4. Individual nature of intuition:

A) varying degrees of distance from consciousness;

B) content specificity;

C) the depth of penetration into the essence of a phenomenon or process.

5. Complementarity of sensory, rational knowledge and intuition.

C8 . Prepare a detailed answer on the topic “Truth and error».

Make a plan according to which you will cover this topic. The plan must contain at least three points, of which two or more are detailed in sub-points.

1. Diversity of approaches to the concept of “truth”.
2. Objective and subjective sides of truth.
3. Absolute and relative truth.
4. Types of truths:

a) ordinary;

b) scientific;

c) moral;

d) artistic.

5. Practice as a criterion of truth.

6. The role of misconceptions in cognition:

a) interference with cognition;

b) assistance in creating problem situations;

c) stimulating further study of reality.

7. Truth is a constantly evolving process.

C8 . Prepare a detailed answer on the topic “Scientific knowledge».

Make a plan according to which you will cover this topic. The plan must contain at least three points, of which two or more are detailed in sub-points.

1. Science as one of the main forms of human knowledge.
2. The difference between scientific knowledge and everyday knowledge:

a) the desire for maximum objectivity;

b) the presence of a special (scientific) language

c) the specifics of ways to substantiate the truth of acquired knowledge

3. Levels of scientific knowledge.

4. Basic methods:

a) observation;

b) empirical description;

c) experiment;

d) hypothesis (explanatory and existential)

e) formulation of a scientific theory.

5. Scientific theory and its functions.

Truth and its criteria.

Self-knowledge and the formation of “I” - concepts.”

Scientific knowledge and its main features.

5. Social cognition and its specificity.

Worldview and its forms.

C8.4.1.

“Cognition is the process of man’s spiritual mastery of the material world.”

C8.4.2.

You are instructed to prepare a detailed answer on the topic "Truth and its criteria." Make a plan according to which you will cover this topic. The plan must contain at least three points, of which two or more are detailed in sub-points.

C8.4.3.

You are instructed to prepare a detailed answer on the topic “Self-knowledge and formation of the “I” - concepts.” Make a plan according to which you will cover this topic. The plan must contain at least three points, of which two or more are detailed in sub-points.

C8.4.4.

You are instructed to prepare a detailed answer on the topic "Scientific knowledge and its main features." Make a plan according to which you will cover this topic. The plan must contain at least three points, of which two or more are detailed in sub-points.

C8.4.5.

Social cognition and its specificity

C8.4.6.

You have been instructed to prepare a detailed answer on the topic “ Worldview and its forms" Make a plan according to which you will cover this topic. The plan must contain at least three points, of which two or more are detailed in sub-points.

Section "Economy"

Topics of plans for the “Economy” section

© Olga Aleksandrovna Yakushenko, 2018

© Irina Igorevna Kucherova, 2018

© Elizbar Igorevich Zakaraya, 2018

ISBN 978-5-4493-1457-4

Created in the intellectual publishing system Ridero

SECTION I. MAN AND SOCIETY

Question 1. Natural and social in man (Man as a result of the biological and sociocultural revolution)

Plan No. 1: “Biological and social in man”, “Man as a product of evolution”, “Natural and social in man”, “Man as a biosocial being”, “Man as a result of biological and sociocultural evolution”, “Man and his nature”

1) The concept of “biosocial”.

2) Theories of human origin:

– evolutionary (scientific);

– theological (religious);

– paleovisit theory (cosmic).

3) Differences between humans and animals:

– thinking;

– articulate speech;

4) Biological in man:

– anatomy and physiology (skeletal, muscular, nervous systems);

– physiological (natural) needs;

- instincts.

5) Social in a person:

– knowledge and skills;

– articulate speech;

– social and spiritual needs.

6) Interrelation and mutual influence of the biological and social in man.

Plan No. 2: “Personality in modern society”, “Personality in the system of social relations”, “Personality as a subject of social relations”

1) The concept of “personality”.

2) Individual, individuality, personality.

3) Factors influencing the formation of personality:

– social environment;

– culture;

– heredity;

– environment(nature);

– personal experience.

4) The need for a socialization process.

5) Stages of socialization:

– primary (family, relatives, friends);

– secondary (school, professional activity, etc.).

6) Types of public relations:

– interpersonal;

– intragroup;

– intergroup;

– ethnic;

– international.

7) Models of interaction between the individual and society:

– constructive;

– destructive.

8) Personality and society, interconnection and interdependence.

Plan No. 3: “Man, individual, personality”

1) The concepts of “man” and “individual”.

2) Differences between humans and animals:

– thinking;

– articulate speech;

– ability to transform the world around us;

– purposeful and conscious activity;

- ability to make tools.

3) The concept of “personality”.

4) Factors influencing the formation of personality:

– social environment;

– culture;

– heredity;

– environment (nature);

– personal experience.

5) Psychological portrait personalities:

– temperament;

- character;

- capabilities;

– intelligence;

– emotions and feelings.

6) Man as a biopsychosocial being.

Question 2. Worldview, its types and forms

Plan No. 4: “Worldview and its role in human life”, “Worldview, its types and forms”

1) The concept of “worldview”.

2) Worldview structure:

– beliefs;

– knowledge and experience;

– values ​​and ideals.

3) Main stages of worldview formation:

– attitude;

– worldview;

- worldview.

4) Historical forms worldviews:

– mythological;

– religious;

– ordinary (everyday);

– scientific;

– philosophical.

Plan No. 5: “Spiritual values ​​as a component of the spiritual culture of society”

1) The concept of spiritual culture and spiritual values.

2) The structure of the spiritual culture of society:

– values;

– cultural languages.

3) Classification of spiritual values:

– subject (scientific truths, cultural heritage);

– values ​​of consciousness (ideas of morality, justice).

4) Types of spiritual values:

– ideological and philosophical;

– moral;

– aesthetic;

– religious;

– artistic.

5) Basic spiritual values:

– beauty;

– truth;

- art;

- creation;

- Love.

6) Spiritual production - the activity of people to create spiritual values.

Plan No. 6: “The Inner World of Man”, “Man as a Spiritual Being”

1) The concept of “inner (spiritual) world of man.”

2) Components of the human spiritual world:

– memory, knowledge and experience;

– values;

– emotions and feelings;

– worldview.

3) Basic life values ​​of a person:

– family, love, children;

– friendship and communication;

– health and physical development;

– well-being;

– self-realization and spiritual growth.

4) Forms of worldview:

– mythological;

– religious;

– ordinary (everyday);

– scientific;

– philosophical.

5) Worldview as the basis of a person’s spiritual world.

Plan No. 7: “The purpose and meaning of human life”

1) The concept of “life purpose”.

2) Types of goals:

– main;

– secondary.

3) The concept of “meaning of life”.

4) Three temporal dimensions of the meaning of life:

– past (retrospection);

– present (updating);

– future (prospection).

5) Concepts of the meaning of life:

– asceticism;

– hedonism;

– pragmatism;

– utilitarianism.

6) The significance of the purpose and meaning of life in human activity.

Plan No. 8: “The Being of Man”

1) The concept of “being”.

2) Aspects of existence:

– the surrounding, material world;

– inner world man, his consciousness.

3) Basic forms of being:

– the existence of natural processes, as well as things produced by man;

– human existence;

– spiritual existence;

- social existence.

4) The purpose and meaning of human life.

Question 3. Types of knowledge

Plan No. 9: “Cognition as a type of activity”, “Cognition is the process of spiritual development by man of the material world”, “Cognition”

1) The concept of “cognition”.

2) Levels of knowledge:

3) Sensory cognition:

– sensation;

- perception;

- performance.

4) Rational cognition:

– concept;

– judgment;

- inference.

5) Types of cognitive activity:

– ordinary (everyday);

– scientific;

– philosophical;

– social;

– artistic.

6) The importance of cognitive activity in human life.

Plan No. 10: “The variety of ways to know the world”, “Is the world knowable?”, “The problem of the knowability of the world”, “Knowledge of the world”

1) The concept of “cognition”.

2) Levels of knowledge:

– empirical (sensory cognition);

– theoretical (rational knowledge).

– ordinary (everyday);

– scientific;

– philosophical;

– social;

– artistic.

4) Philosophical directions in relation to the process of cognition:

– Gnosticism;

– agnosticism;

– optimism;

– relativism;

– skepticism.

5) Forms and types of knowledge:

– practical (industrial, political, pedagogical);

– spiritual-practical or non-scientific (everyday, artistic);

– theoretical (scientific, extra-scientific, philosophical).

6) The role of knowledge in human life.

Plan No. 11: “Cognitive activity”, “The role of cognitive activity”

1) The concept of “cognitive activity”.

2) Levels of knowledge:

– empirical (sensory cognition);

– theoretical (rational knowledge).

3) Types of cognitive activity:

– ordinary (everyday);

– scientific;

– philosophical;

– social;

– artistic.

4) Features of everyday knowledge:

– reliance on everyday experience;

– common sense;

– passed down from generation to generation (folk wisdom).

5) Features of scientific knowledge:

– the desire to obtain reliable knowledge;

– strict proof of scientific facts;

– consistency and verifiability;

- a large system of scientific knowledge.

6) Features of social cognition:

– object and subject coincide;

7) The need for cognitive activity in human life.

Plan No. 12: “Forms of knowledge of the world”

1) The concept of “cognition”.

2) Levels of knowledge:

– empirical;

– theoretical.

3) Forms of knowledge:

– sensual;

– rational.

4) Sensory cognition:

– sensation;

- perception;

- performance.

5) Rational knowledge:

– concept;

– judgment;

- inference.

6) Types of cognitive activity:

– ordinary (everyday);

– scientific;

– philosophical;

– social;

– artistic.

7) The role of knowledge in human life.

Plan No. 13: “Social cognition and its specificity”

1) The concept of “social cognition”.

2) Features of social cognition:

– object and subject coincide;

– the object of research is constantly changing;

– high probability of research inaccuracy.

3) Sources of social cognition:

– social reality;

– historical experience;

– social practice.

4) Forms of social cognition:

– social fact;

- scientific fact.

5) Methods of social cognition:

– empirical (questionnaires, interviews, testing);

– theoretical (analysis, generalization, hypotheses).

6) Knowledge as the result of social cognition.

Plan No. 14: “Self-knowledge and formation of the “I-concept””, “Self-knowledge and personality development”

1) The concept of “self-knowledge”.

2) Components of self-knowledge:

– self-awareness;

- self-esteem;

– self-control;

– self-acceptance.

3) Types of self-knowledge:

– self-observation;

– self-analysis;

– comparison with others;

– personality modeling.

4) “I-concept” – theory of oneself:

– “real self”;

– “ideal self”;

- “mirror self”.

5) Structure of self-concept:

– cognitive component;

– evaluation component;

– behavioral component.

6) The need for self-knowledge for personality development.

Plan No. 15: “Man’s knowledge of the world and himself”

1) The concept of “cognition”.

2) Levels of knowledge:

– empirical (sensory cognition);

– theoretical (rational knowledge).

3) Types of cognitive activity:

– ordinary (everyday);

– scientific;

– philosophical;

– social;

– artistic.

4) The concept of “self-knowledge”.

5) Components of self-knowledge:

– self-awareness;

- self-esteem;

– self-control;

– self-acceptance.

6) Types of self-knowledge:

– self-observation;

– self-analysis;

– comparison with others;

– personality modeling.

7) “I-concept” – a theory of oneself.

Plan No. 16: “Types of knowledge”

1) Knowledge as a result of cognition.

2) Levels of knowledge:

– empirical (sensory cognition);

– theoretical (rational knowledge).

3) Types of cognitive activity:

– ordinary (everyday);

– scientific;

– philosophical;

– social;

– artistic.

4) Form of knowledge:

– practical;

– spiritual-practical (non-scientific);

– theoretical.

5) Types of practical knowledge:

– medical experience;

– teaching practice;

– production skills.

6) Types of spiritual and practical knowledge:

– mythology;

– morality;

– religious teachings;

- art;

- ordinary knowledge.

7) Types of theoretical knowledge:

– philosophy.

8) Epistemology – the study of knowledge.

Question 4. The concept of truth, its criteria

Plan No. 17: “Truth and its criteria”, “Truth as the goal of cognitive activity”

1) The concept of “truth”.

2) Properties of truth:

– objectivity;

– subjectivity;

– specificity.

3) Types of truth:

– absolute;

– relative.

4) Criteria of truth:

– sensory experience;

- practice;

- knowledge.

5) Misconceptions.

6) The role of truth in scientific knowledge.

Plan No. 18: “Truth and error”

1) The concept of “truth”.

2) Properties of truth:

– objectivity;

– subjectivity;

– specificity.

3) Types of truth:

– absolute;

– relative.

4) Criteria of truth:

– sensory experience;

- practice;

- knowledge.

5) The concept of delusion.

6) Reasons for the existence of misconceptions:

– limited, underdeveloped social practice;

– imperfection of methods and tools of cognition;

– internal physical and spiritual (emotional) state of the subject of cognition;

– limited thinking;

- adherence to dogma.

7) Misconceptions and lies.

Question 5. Thinking and activity

Plan #19: “Thinking”

1) The concept of “thinking”.

2) Basic mental operations:

– analysis and synthesis;

– generalization and comparison;

– abstraction and classification.

3) Types of thinking:

– visually effective;

– visually figurative;

– conceptual.

4) Thinking as the basis of human activity.

Plan No. 20: “Thinking and Acting”

1) The concept of “thinking”.

2) Types of thinking:

– visually effective;

– visually figurative;

– conceptual.

3) The concept of “activity”.

4) Structure of activity:

– subject and object;

– purpose and motive;

– methods and means;

- result.

5) Main activities:

– teaching;

- communication.

6) Creativity as a type of activity.

7) Material (practical) activities:

8) Spiritual activity:

– cognitive;

– value-oriented;

– prognostic.

9) The relationship between thinking and activity.

Plan No. 21: “Activity is the basis of existence and development”, “Activity as a way of existence of people”, “Human activity”, “Human activity in its diversity”

1) The concept of “activity”.

2) Structure of activity:

– subject and object;

– purpose and motive;

– methods and means;

- result.

3) Main activities:

– teaching;

- communication.

4) Creativity as a type of activity.

5) Material (practical) activities:

– material and production;

– socially transformative.

6) Spiritual activity:

– cognitive;

– value-oriented;

– prognostic.

7) Human activity and its transformative nature.

Plan No. 22: “Labor activity”

1) The concept of “work activity”.

2) Structure labor activity:

– purpose of activity;

– objects and means of labor;

– technologies used.

3) Basic characteristics of work:

– labor productivity;

– labor intensity.

4) Main types of labor:

– physical and mental;

– simple and complex.

5) Labor functions:

– productive;

– socializing;

– socio-economic.

6) Labor is an important condition for human existence.

Plan No. 23: “Game and its role in the formation of human personality”

1) The concept of “game”.

2) Types of games:

– individual;

– group;

– subject;

– plot;

– role-playing;

- games according to the rules.

3) Basic properties of the game:

– creative character;

– the presence of an imaginary environment;

– development of new social roles;

– presence of certain rules.

5) Game features:

– compensatory;

– communicative;

– socializing.

6) Game as a means of acquiring and developing knowledge.