The role of cognition of the surrounding world in human behavior cannot be overestimated. All people, in whatever closed environment they are brought up, sooner or later encounter other people, learn the world around them, and all this affects their upbringing and behavior. Cognition of the world refers to the social need of the individual, and is called the indicative need. All living organisms use sense organs that help them navigate in space. External stimuli such as sound, color, smell, form allow you to create a certain attitude towards the world around you and choose a certain form of behavior in relation to it that allows you to achieve your goal and avoid harmful influences. Thus, the body receives the best conditions for maintaining internal balance in the broadest sense of the word.
Man, unlike other living organisms, has a highly developed intellect. In his knowledge of the world, he uses the inherent possibilities of abstract and figurative thinking, phased foresight of the situation, individual planning and organization of his activities. This, to a certain extent, ensures its independence from the external environment, the ability to transform various environments and adapt them to their own needs.
Indicative needs can be roughly divided into three corresponding types of indicative activities:
1) cognitive need - the desire for knowledge of external, incomprehensible phenomena for him;
2) the need for emotional contact - the regulation of their actions not only in accordance with reality, but also depending on the emotional relationships of other people;
3) the need for the meaning of life - the desire to compare the value of one's own personality with different levels of collective and human values.
The application of indicative needs in practice allows a person to navigate in the natural and social environment. At the same time, a general assessment of the situation developing around him takes place not so much taking into account object relationships, but with the help of abstract concepts that allow not to be limited to ascertaining the events that have happened, but to anticipate and plan them.
However, human behavior in a social environment based on tentative needs is based not only on a purely intellectual assessment of the situation. Orientation also includes an emotional attitude to reality, including an emotional response to the state of another person. Paradoxically, this is a fact - an emotional attitude to reality can be well developed in people with reduced mental abilities and at the same time, it can be completely absent from prominent intellectuals. This attitude helps to understand, feel, evaluate the state of another person and thus facilitates the implementation of joint actions. That is, the need for emotional contact is for a person an important part of his orienting needs. It not only facilitates orientation in the social environment, but also allows you to plan and implement the daily behavior of a person in society.
In psychology, two levels of organization of human behavior are distinguished: situational and personal. Situational, as a rule, is due to the experience of social and physical parameters of the environment, which are mainly not evaluated in terms of personal goals and preferences. At the situational level of the organization, the behavior itself is, as it were, imposed on a person from the outside and is characterized by unpredictability and inconsistency. This kind of behavior in its pure form is characteristic of children under four years old. Then, the child begins to show purposefulness, which indicates that a personality with a certain character is already being formed. Situational motives gradually develop into personal motives of behavior.
Based on their goals and objectives, a developing personality acquires the ability, depending on their personal needs, to accept or reject external and internal motives as motives of behavior. The psychology of activity assumes that a person is not only critical of his own motives, but also makes these motives an object of control and regulation, depending on his own life meanings. If a person accepts a motive, then this means that he is endowed with a certain life meaning for her.
Our life - this is cognition in its purest form, because having been born and until the last breath, a person constantly makes discoveries for himself. Cognition of the surrounding world in reality is a reflection of this world in our consciousness. But the study of oneself also represents a kind of cognition process, no less global than the cognition of the world.
The subject or the cognizing person is always a person, as an individual, or society as a whole. However, a person's full knowledge of the surrounding world is impossible without being in society.
Approaches to cognitionThe methods of cognition of the surrounding world are studied by the science of epistemology. There are two main approaches to the study and knowledge of the world:
- Gnosticism - this is an "optimistic" vision of the world, since the adherents of this point of view insist that human potential is inexhaustible and a person can comprehend and cognize all the subtleties of the universe. Materialists are the admirers of Gnosticism.
- Agnosticism - Agnostics say the opposite: either the world is unknowable, or a person does not have the proper potential for knowing the whole world. Among agnostics there are usually idealists. In their opinion, the cognitive capabilities of the human mind are very limited, and we can only know the outer shell of objects, never looking inside.
Methods of cognition of the surrounding world are passed from generation to generation in the form of books, maps, drawings, diagrams and the discovery of one person is never 100% his personal property. He is the son of his time and drew knowledge from the sources of his ancestors. Discovery never appears by itself from nothing.
The main tool for cognitive activity is practice.
Practice is a purposeful human action to transform the surrounding world. Practical knowledge happens with involvement, logic, feelings and rational thinking.
Still, the gnostic, not the agnostic, is the basis of knowledge. After all, if it were the other way around, humanity would not know even half of what it knows. The following principles of Gnosticism affect a person:
- dialecticism allows you to approach the issue from the point of view of human development and use laws, theories, principles;
- history - allows you to look at the issue from the height of historical experience, in the process of development;
- cognizability - this is the main principle without which cognition is impossible, because it represents the very position that the world can be cognized;
- objectivism - this is the ability to see an object fearlessly, regardless of the will and, as it is in the real world;
- creation - the ability to represent the real world in art;
- specifics - the ability to consider the problem individually, fenced off.
The process of cognition of the surrounding world with the help of sensory senses is completely different and unlike thinking. We cannot cognize the laws of the universe with the help of our nose or ears, but it is our organs of touch that enable us to reflect external 
quality of the world.
Each sensory organ responds and perceives separately, but the brain provides a complete picture. Moreover, thanks to this, we have the opportunity to reproduce those past feelings without feeling now, in the future.
However, we look at the same thing differently, possessing the same sensory organs. An artist, seeing a haystack, will admire the tones and colors, aroma, softness, inspired, will immediately take up a brush, and a rural peasant will instantly estimate how long this hay will be for cattle. It all depends on our perception of the world.
In addition, we cognize and feel what is not in front of us at the moment. It is on knowledge and the ability to reproduce that human associations are built.
Detailed solution to paragraph Questions for chapter 2 on social studies for grade 10 students, authors L.N. Bogolyubov, Yu.I. Averyanov, A.V. Belyavsky 2015
1. What makes it possible to single out culture as an independent sphere of public life? Name the areas, elements that form the sphere of culture, reveal the connections between them.
Culture is a concept that has a huge number of meanings in various areas of human life. Culture is the subject of study of philosophy, cultural studies, history, art studies, linguistics (ethnolinguistics), political science, ethnology, psychology, economics, pedagogy, etc.
Basically, culture is understood as human activity in its various manifestations, including all forms and methods of human self-expression and self-knowledge, the accumulation of skills and abilities by a person and society as a whole. Culture is also a manifestation of human subjectivity and objectivity (character, competencies, skills, abilities and knowledge).
The variety of activities included in the field of culture can be divided into four large groups:
Artistic creativity;
Preservation of cultural heritage;
Club and entertainment activities;
Mass creation and distribution of cultural goods (cultural industry).
The basis for distinguishing these four groups is the difference in the composition of functions (creation, preservation, distribution of benefits) and types of satisfied needs (aesthetic, entertainment, informational), the orientation to which is the leading, fundamental for the corresponding activities.
2. “Culture,” wrote the French philosopher J.-P. Sartre - saves no one and nothing, and does not justify. But it is the work of a man - in her he seeks his reflection, in her he recognizes himself, only in this critical mirror he can see his face. " What did the author mean? Can you agree with him in everything? Is culture capable of saving a person?
Sartre is absolutely right when he views culture as a critical mirror in which only a person can see his face. Is it a lot or a little? Obviously, it is not enough if a person is simply satisfied with what he managed to look in the "mirror". And at the same time, a lot, if, after looking closely, he will be able to draw a practical conclusion: is he capable or not, in his cultural appearance, capable of accomplishing his plans? This also applies to society as a whole. Consequently, the same Sartre is wrong when he assures that culture does not save anyone and nothing. Saves - and when she is able to help a person in his historical actions; and when, having critically assessed itself (which is undoubtedly also an act of high culture), society refrains from actions that are utopian and meaningless in the given sociocultural conditions.
3. According to the German-French thinker A. Schweitzer, the worldview must meet three requirements: to be conscious ("thinking"), ethical, the ideal of which is to transform reality on moral principles, optimistic. What, in your opinion, is the detailed content of each of these requirements? Do you share the opinion of a scientist or do you consider it necessary to revise or expand the range of these requirements? Argument your position.
Any views and worldview of a person must have a certain basis, a person's beliefs must first of all be comprehended by himself, and at some moments everyone must rethink their views in order to ultimately find their "truth" based on life experience and observations, reasoning , thinking as such.
The worldview should correspond to general ethical standards and, first of all, should be aimed at improving the existing world and order in accordance with moral principles, morality, humanity - a person should not get hung up on what has already been achieved and must look into a bright future, while participating in its "construction" rather than waiting for the world to change itself.
I share the opinion of the thinker A. Schweitzer. Now it is very important for our society, because speech and thinking are heavily polluted and this repels.
4. G. Hegel believed that an outstanding person who creates world-historical deeds is outside the jurisdiction of morality. What matters is the greatness of the deed, not its moral meaning. Do you share this position? Justify your point of view.
Morality is highly averaged. General rules are essential for social balance. And the preservation of the state. Any new undertaking requires going beyond this framework. Genius always drops out of the general stream. Even the famous religious reformers violated the already established laws written, for which they were executed. Only history has shown who is great and who attributed to himself the immortal glory of the maker of history. The opinion of contemporaries is often deceptive and hasty. And the further from the event, the more adequate the assessment. The creators of human consciousness are higher than the average morality, but they only expand the framework. Impostors have always been distinguished by unjustified cruelty and lack of modesty.
5. What popular proverbs and sayings condemn laziness, indiscipline and irresponsibility? Use the collection of proverbs and sayings collected by V. I. Dal.
I want to swallow something, but chew laziness.
The bummer in the middle of the river asks for a drink.
While the lazy one straightens up, the zealous one will return from work.
Laziness-mother was born before him.
Under the lying stone and water does not flow.
You will become lazy, you will drag with your bag.
He's too lazy to be too lazy.
Human labor feeds, but laziness spoils.
Long day until evening, if there is nothing to do.
From boredom, take matters into your hands.
Small business is better than big idleness.
Tyap-blooper - the ship will not come out.
You can't get a sleepy one, and you can't get a lazy one.
The lazy is always a holiday.
Postpone idleness, but do not postpone business.
Drink tea - do not chop wood.
White handles love other people's work.
The seat of the city does not take.
Long thread-lazy seamstress.
6. Russian scientist, Nobel Prize laureate Academician Zh. I. Alferov announced soon after the award that if the Nobel Prize existed in the 18th century, the first one should have been given to Peter the Great for building an education system according to the triad: gymnasium - university - academy. Justify, based on modern experience, the essence and significance of this triad.
The triad: gymnasium - university - academy, in the modern world reflects the continuity of education.
Continuing education is a process of growth of the educational (general and professional) potential of an individual throughout life, organizationally provided by a system of state and public institutions and corresponding to the needs of an individual and society. The goal is the formation and development of the personality both during periods of its physical and socio-psychological maturation, flourishing and stabilization of vitality and abilities, and during periods of aging of the body, when the task of compensating for the lost functions and capabilities is brought to the fore. The system-forming factor is the social need for the constant development of the personality of each person.
7. Find in reference books on religious studies, for example, in the dictionary "Religions of the peoples of modern Russia", concepts related to the moral teachings of Christianity, Islam, Buddhism and Judaism. Compare them and highlight their common or similar content.
Christianity is an Abrahamic world religion based on the life and teachings of Jesus Christ described in the New Testament. Christians believe that Jesus of Nazareth is the Messiah, the Son of God and the Savior of mankind. Christians have no doubt about the historicity of Jesus Christ. Christianity is the largest world religion. The largest movements in Christianity are Catholicism, Orthodoxy and Protestantism. Christianity arose in the 1st century in Palestine and in the first decades of its existence spread to other provinces and among other ethnic groups.
Islam is the youngest and second largest monotheistic Abrahamic religion in the world after Christianity. Islam is the state or official religion in 28 countries. The majority of Muslims (85-90%) are Sunnis, the rest are Shiites and Ibadis. The founder of Islam is Muhammad (d. 632). The sacred book is the Koran. The second most important source of Islamic doctrine and law is the Sunnah, which is a set of traditions (hadith) about the sayings and deeds of the Prophet Muhammad. The language of worship is Arabic. The adherents of Islam are called Muslims.
Buddhism is a religious and philosophical doctrine (dharma) about spiritual awakening (bodhi), which arose around the 6th century BC. e. in ancient India. The founder of the doctrine is Siddhartha Gautama, who later received the name Buddha Shakyamuni. It is one of the oldest world religions, recognized by a wide variety of peoples with completely different traditions.
Judaism is a religious, national and ethical worldview that was formed among the Jewish people, one of the oldest monotheistic religions of mankind and the most ancient of the existing ones. The Jews are an ethno-religious group that includes those who were born Jewish and those who converted to Judaism. About 42% of all Jews live in Israel and about 42% live in the United States and Canada, most of the rest live in Europe. Judaism claims a historical continuity spanning more than 3000 years.
8. How are culture and religion related? Show with specific examples the relationship between secular and religious principles in works of art.
Religion is one of the forms of culture. Religion forms a certain worldview, gives answers to questions about the meaning of life and death. In the religious sphere, cultural monuments are created: temples, icons, musical compositions.
9. How is the knowledge of the surrounding world through art? Why is art called "figurative cognition"?
Cognition of the surrounding world with the help of art occurs as a person is perceived. Let's give an example. Let's say pictures. They can depict people, plants, nature, interior, landscape, whatever. Art is often based on reality, but there are exceptions. But these exceptions are the knowledge of the world of human psychology, which is also our environment. Art is called "figurative cognition" because there is an intuitive mastering of new phenomena.
Additional material:
All art is a historical source. And through the study of this art, people learn about the world in the past, distant or not so, as well as in the present. After all, say, contemporary avant-garde art is a good indicator of what excites a modern person, what forms of expression he finds, what problems haunt him, etc.
On the other hand, while creating, a person also cognizes the world around him, first of all, through cognition of himself. Expression of oneself in art is one of the ways of reflection, ways not only to know, but also to come to terms with the surrounding reality.
The subject of art - the life of people - is extremely diverse and is reflected in art in all its diversity in the form of artistic images. The latter, being the result of fiction, nevertheless reflect reality and always bear the imprint of really existing objects, events and phenomena. An artistic image performs the same functions in art as a concept in science: with the help of it, the process of artistic generalization takes place, the selection of essential features of cognizable objects. The created images constitute the cultural heritage of society and are capable, becoming symbols of their time, to have a serious impact on public consciousness.
10. Give a specific example of the phenomenon of mass culture. Highlight the relevant features in it and explain how it affects the consumer.
Example: modern stage (pop music, TV shows).
Signs: the most important thing is available to the majority, does not require money, it arose at the time of globalization.
Influence: positive, entertains people, makes it possible to get acquainted with the culture of other countries (example: the manner of singing, dancing, speaking)
11. Try to independently develop a specific model of a work of one of the genres of mass culture. According to the laws of the genre, determine what the main character should be, what must be present in the plot, what the denouement should be, etc.
At first, the main character must be a nondescript, loser, working 5/2, who suddenly has superpower / luck / money / fame (and everything from which a loser from reality dreams), then any test must appear (save the world / sister / bank / love, etc.), and of course the LCD is a genius villain, whom no one could catch up to this moment, but then he appears, he does not succeed the first time, but the second the hero wins, but he must be injured in order to there was a tearful scene, n at the end of a kiss
12. Name the works of elite culture. Explain why you assigned them to her. Show how they interact with popular culture.
Elite culture (high) is a creative avant-garde, an art laboratory, where new types and forms of art are constantly being created. It is also called high culture, because it is created by the elite of society, or by its order by professional creators. It includes fine arts, classical music and literature. As a rule, the elite culture is ahead of the level of its perception by the average educated person, by the broad masses. The creators of an elite culture, as a rule, do not count on a wide audience. To understand these works, one must master the special language of art. So, the works of abstractionists in the form of color compositions are difficult for a person who is not familiar with the laws of painting, symbolic color images. The motto of elite culture is “Art for the sake of art”. In modern culture, films by Fellini, Tarkovsky, books by Kafka, Belle, paintings by Picasso, music by Duval, Schnittke are considered elite. However, sometimes elite works become popular (for example, films by Coppola and Bertolucci, works by Salvador Dali and Shemyakin).
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Slide captions:
Knowledge of the surrounding world
Plan: The process of cognition, Forms of cognition: sensual and rational, true and false, Truth, its criteria, Scientific cognition.
1. The process of cognition Cognition is a process of human activity, the main content of which is the reflection of objective reality in his mind, and the result is the acquisition of new knowledge about the world around him.
The process of cognition, no matter how it goes, always presupposes the presence of two sides: the subject and the subject of cognition. The process of cognition The subject of cognition A cognizing person, endowed with will and consciousness, or a collective The whole society The object of cognition The whole world around The cognizable object, (process, phenomenon, the inner state of a person) Result knowledge
Types of cognition: everyday, social, scientific, religious, mythological, artistic. None of the types of cognition is isolated from the rest, they are all closely interrelated.
2. Forms of knowledge: sensual and rational, true and false. Cognition has two levels (two sides) - sensory cognition - is carried out by the senses (vision, hearing, smell, touch, taste) and rational cognition is inherent only in humans, is a more complex way of reflecting reality, which is carried out through thinking.
Forms of sensory cognition Sensation is a reflection of individual properties of an object, phenomenon, process that arises as a result of their direct impact on the sense organs. Perception is a sensory image of a holistic picture of an object, process, phenomenon that directly affects the senses. Representation is a sensually visual, generalized image of an object, process, phenomenon, preserved and reproduced in consciousness and without the direct influence of the objects of cognition themselves on the sense organs.
Forms of rational cognition A concept is a thought that asserts the general and essential properties of an object, process, phenomenon. Judgment is a thought that affirms or denies something about an object, process, phenomenon. Inference (conclusion) is a mental connection of several judgments and the allocation of a new judgment from them. Inductive - inference from the particular to the general. Deductive - inference from the general to the particular. Received - by analogy.
Intuition (Latin intuitis - look, view) is a peculiar form of conjugation of the sensible and rational in cognition - a type of cognition in which the ability to directly comprehend the truth as a result of "insight", "inspiration", "insight" is manifested without reliance on logical justifications and evidence ... The main signs of intuition: surprise; incomplete awareness; the direct nature of the emergence of knowledge. There are the following types of intuition: intellectual - associated with mental activity; mystical - associated with life experiences, the emotional world of a person.
Sometimes the result of knowledge is delusion. This is not an absolute fiction, but usually a one-sided reflection of objective reality by the subject. Delusion is the content of the subject's knowledge that does not correspond to the reality of the object, but is taken as truth. Sources of delusion: errors associated with the transition from the sensory level of knowledge of the object to the rational; incorrect transfer of someone else's experience without taking into account a specific problem situation. Lying is a deliberate distortion of the image of an object.
3. Truth, its criteria Truth is: correspondence of knowledge to reality; what is confirmed by experience; some agreement, convention; the property of self-consistency of knowledge; the usefulness of the knowledge gained for practice. The classical concept of truth is associated with the first definition: truth is knowledge that corresponds to its subject, coincides with it.
Objective truth is such a content of knowledge that does not depend on either man or humanity. Absolute truth is an exhaustive reliable knowledge about nature, man and society; knowledge that can never be refuted. Relative truth is incomplete, inaccurate knowledge corresponding to a certain level of development of society, which determines the ways of obtaining this knowledge; it is knowledge that depends on certain conditions, place and time of its receipt.
The criterion of truth is what certifies truth and makes it possible to distinguish it from error. Possible criteria of truth: compliance with the laws of logic; compliance with previously discovered laws of a particular science; compliance with fundamental laws; practice; simplicity, economy of form; paradoxicality of the idea. Practice (from the gr. Praktikos - active, active) is an integral organic system of active material activity of people, aimed at transforming reality, carried out in a certain socio-cultural context.
4. Scientific knowledge. Scientific knowledge is a special type of cognitive activity aimed at developing objective, systematically organized and substantiated knowledge about nature, man and society. The main features of scientific knowledge are the following: objectivity of the acquired knowledge; the development of the conceptual apparatus (categoricality); rationality associated with consistency, evidence and consistency; verifiability; high level of generalization of knowledge; versatility; the use of special ways and methods of cognitive activity.
Levels of scientific knowledge Empirical - Revealing objective facts, as a rule, from the side of their obvious connections Theoretical - Revealing fundamental regularities, revealing hidden, internal connections and relationships behind visible manifestations
Forms of scientific knowledge A scientific fact (lat. Factum - done, accomplished) is a reflection of an objective fact in human consciousness, that is, a description by means of a certain language. An empirical law is an objective, essential, concretely universal, repeating, stable connection between phenomena and processes. A problem is a deliberate formulation of questions that arise in the course of cognition and require an answer. The problem can be theoretical or practical. A scientific problem is expressed in the presence of opposite positions in the explanation of any phenomena, objects, processes and requires an adequate scientific theory to resolve it. A hypothesis (gr. Hypothesis - basis, assumption) is a scientific assumption, formulated on the basis of a number of facts, the true value of which is uncertain, is probabilistic in nature and needs to be proven, verified, justified. During testing, hypotheses turn into theories; specified and concretized, or discarded as a delusion. Theory (gr. Theoria - observation, consideration, research) is the most developed form of scientific knowledge, which gives a holistic reflection of the natural and essential relationships of a certain area of \u200b\u200breality.
Methods of scientific knowledge Observation, experiment, measurement, classification, systematization, description, comparison Universal: analysis and synthesis, deduction and induction, analogy, modeling, abstraction, idealization The unity of the historical and logical, ascent from the concrete to the abstract and from the abstract to the concrete, formalization , mathematization
Analysis (gr. Analysis - decomposition) - the process of mental or actual decomposition of the whole into its component parts. Synthesis (gr. Synthesis - connection) - the process of mental or actual reunification of the whole from the parts. Induction (Latin inductio - guidance) is a way of experimental study of phenomena, during which a transition from individual factors to general provisions is made. Certain facts seem to suggest the general situation. Deduction (lat. Deductio - deduction) - proof or deduction of a statement (consequence) from one or more other statements (premises) based on the laws of logic, which is reliable. The universal method of scientific knowledge is analogy (gr. Analogia - correspondence) - the similarity of non-identical objects in some aspects, qualities, relationships. Modeling (fr. Modele, from Lat. Modulus - sample, measure) - reproduction of the characteristics of an object on another object (model), specially created for their study. The need for modeling arises when the study of the object itself is impossible, difficult, expensive, requires too long time, etc. Abstraction (from Latin abstractio - distraction) is one of the universal methods of cognition, which consists in mental abstraction from a number of properties of objects and the relationship between them and the allocation of any property or relationship. Various concepts and categories act as the results of the abstraction process. Idealization is a mental act associated with the formation of some abstract objects that are fundamentally impossible to implement in experience and reality.
Read the text below where a number of words are missing. Select from the proposed list the words that need to be inserted in place of the gaps “Science formulates its conclusions in ____________ (1), laws and formulas, leaving out of brackets the emotional attitude of the knower _____________ (2) to the phenomena under study. Everything that science makes its ___________ (3), it examines from the side of laws and _______ (4). Scientific knowledge relies on the __________ (5) system and develops its own ___________ (6), different from the usual. " The words in the list are given in the nominative, singular. Choose one word after another in sequence, mentally filling in each gap. Note that there are more words in the list than you need to fill in the blanks. A) question B) subject C) problem D) method E) scheme E) theory G) language 3) subject I) reason
