Sensual and rational in cognition. The most important type of human spiritual activity is the knowledge of the surrounding world, and the question of the ability to cognize the surrounding world is the second

Our life is knowledge 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 minds. But the study of oneself also represents a certain process of cognition, no less global than the cognition of the world.

The subject or cognizing person is always a person, as an individual, or society as a whole. However, a person's full knowledge of the world around him is impossible without being in society.

Ways of knowing the world around us are studied by the science of epistemology. There are two main approaches to the study and knowledge of the world:

1. Gnosticism- this is an "optimistic" vision of the world, since the adherents of this point of view insist that the human potential is inexhaustible and a person can comprehend and know all the subtleties of the universe. Admirers of Gnosticism are materialists.
2. Agnosticism- agnostics say the opposite: either the world is unknowable, or a person does not have the proper potential to know the whole world. Among the agnostics 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 down 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. An opening never appears by itself from nothing.

The main tool for cognitive activity is practice.

Practice is a purposeful action of a person to transform the world around him. Practical knowledge occurs with the involvement of logic, feelings and rational thinking.

Still, gnostics, not agnostics, is the basis of knowledge. After all, if it were the other way around, humanity would not know even half of what it knows. These are the principles of gnostics that affect a person:

• dialectism allows you to approach the issue from the point of view of human development and use laws, theories, principles;
• story- allows you to look at the issue from the height of historical experience, in the process of development;
• knowability- this is the main principle without which knowledge is impossible, because it represents the very position that it is possible to know the world;
• objectivism- this is an opportunity to see an object fearlessly, regardless of the will and, as it is in the real world;
• creation- skill of artistic display real world;
• specifics- the opportunity to consider the problem individually, protected.

Completely different and unlike thinking is the process of knowing the world around us with the help of sensory feelings. We cannot know the laws of the universe with the help of the nose or ears, however, it is our organs of touch that enable us to reflect external the quality of the world.

Each sensory organ responds and perceives separately, but the brain gives a complete picture. Moreover, thanks to this, we have the opportunity, without feeling now, to reproduce those past feelings in the future.

However, we look at the same thing with the same sensory organs in different ways. The artist, having seen a haystack, will admire the tones and colors, aroma, softness, being inspired, he will immediately take up the brush, and the rural peasant will instantly estimate how much this hay will be enough for the cattle. It all depends on our perception of the world.

In addition, we know and feel what is on this moment not in front of us. It is on knowledge and the ability to reproduce that human associations are built.

When I learned to ski (and I didn’t succeed), I thought: how do chicks learn to fly? After all, they do not read textbooks, do not go to school. They just come out of their nest, take a step forward, fall - and fly.

How can we know the world when there is no Teacher nearby?

The answer is simple: touch.

How does a small child know the world? He looks around; everything that reaches, touches with hands and tongue. Falls, stuffs bumps and begins to understand that the world can be unpleasant and even dangerous.

But if he does something right (learns to walk, for example), he will be rewarded - a toy obtained with his own hands.

Remember the Windows operating system, which taught the whole world (even housewives) how to work on a computer. We also learned from it to master the world, only not the real one, but the computer one. You look at the screen and think about what to click to get there.

If you clicked correctly, you got what you expected. Did something wrong - came back and again looking for the right option.

It's the same in life. You did something wrong - you stuff bumps, return to your original state and try again. If you did everything right, you get a reward.

The most important thing for knowing the world is to understand what's what.

In order to understand what's what, you need to accept a few rules for yourself.

Rules for knowing the world

1. The world opens up only to pure people and closes to those who live only for themselves. Therefore, before starting your journey, improve relations with your relatives, repent of all your sins.

2. We are CREATED in the image and likeness ... Therefore, each of us has some kind of purpose (like any garden plant). And your destiny may not coincide with the destiny of Vladimir Putin, Vasya Pupkin or anyone else. Therefore, it is pointless to compare yourself with someone and blame someone for something.

3. If each of us has a specific purpose, then we must follow our own path. The universe is watching us every second. Step to the left, step to the right - shooting trouble. Observe the resulting troubles and draw conclusions. Go back and try again in the other direction.

4. Only you yourself are responsible for everything in your life. Not mom or dad who raised you wrong. Not some rapist who accidentally jumped out from around the corner. Nothing in this world happens by accident. If you were robbed, raped, beaten, it means that you are doing something wrong. Or you are meant to be the victim. Or the troubles sent to you are tests that need to be passed.

How to distinguish between punishment for wrong actions and trials? In principle, the punishment for wrong actions is also a test that must be passed with dignity. Do not break, but find the strength in yourself to start over.

Punishment usually follows a wrong action. And tests come by themselves, just like that, for no reason. For example, you are a small child and suddenly you realize that your parents do not love you. This is not a punishment, this is a test.

And how to pass it correctly? Realize that such things happen in the world. Thank your parents for giving you this experience. Now you understand life better than your peers.

5. Tests must be passed, not run from them. If you run from the test, it will catch up with you and hit you with double force. But when you pass it, you will become stronger.

6. To know the world should be in action (and not inaction). When you just live without doing anything, you achieve nothing. Even worse, you slowly sink to the bottom.

7. Don't fight in closed door. If it is closed to you, then this is not your path. Look for another way, another door.

8. If something doesn't work, do what works. What you will get - this is your ability. These are the ones you need to discover and develop.

If you have not yet watched the cartoon "Piper" - a frame from which is given at the beginning of the article, I strongly advise you to watch it. He is just about this - how to know the world and discover your abilities.

Summary: Knowledge of the world around and the development of creative abilities in children. Stimulation of the cognitive abilities of the child. Programs and methods for developing a child's interest in creativity.

Currently, there are many programs aimed at developing the creative abilities of students. Let's stop at one of them. The program "Discovery of the World" was developed by Doctor of Psychology Professor L. I. Aidarova. The purpose of this program is to form a holistic picture of the world among students by providing the child with the opportunity to actively creative activity in three spheres of human practice: cognitive, ethical and aesthetic.

The program provides for the development of children's creative abilities, both general and special.

The program is designed for the initial period of education: it is designed for children 7-9 years old. In the learning process, three main topics are considered: "How the world works", "A person's place in the world", "What a person can do in the world".

The programs are interconnected not only in content, but also methodically, which makes it possible, starting from the first year of study, to put the child in an active position as a creator, a researcher. Children learn to work individually and collectively. In the course of training, the child himself must actively join the creative process and begin to create a play, a newspaper, etc.

The child needs to be helped to build a holistic picture of the world, in which cognitive and aesthetic aspects are synthesized, as well as moral norms of relations between people. This requires a learning activity in which all these aspects are integrated.

The named program provides the ability for literary creativity and drawing, construction and improvisation, dramatic art, etc.

We will describe the method of work for only one section of this program, which is called "Hello World!".

This is a fairly large section, requiring approximately 90-100 hours to complete.

STAGES OF WORK.

Preliminary stage.

The first task at this stage is to draw portraits of your mothers and give them verbal or short written descriptions.

The second task: draw a portrait and characterize your dad, yourself and your friend.

The third task: draw the whole family, as well as a playful portrait of yourself and your friend.

In conclusion, it is proposed to draw a portrait of your favorite teacher and give him a description. Drawings, as well as oral and written compositions, serve as an indicator of the initial level of development of children participating in the learning experiment.

Opening with children the word "peace".

Children need to learn two concepts: "peace" as everything that surrounds us, and "peace" as the absence of war. For these two concepts in most languages ​​there are two words, while in Russian these concepts are contained in one word world.

The teacher asks the children to explain what the world is, what they represent when they say the word world. Children are invited to draw and then explain what they think about the meaning of this word.

This program is used in many children's groups. In 1999, it was also used in the Korean school in Moscow. An analysis of the answers of both Russian and Korean students showed a great variety and individuality of answers. So, for one student, the concept of "world" includes the cosmos and a large whirlwind in it. The second child considered it important to show that there are many houses on earth, among which he pointed out banks and office buildings. The third world is depicted as a geographical map different countries. One of the Korean students in the center of the drawing has an awning with a Korean flag under which people sleep, and one person nearby is digging for gold, looking for treasures, etc.

It is characteristic that in all the drawings there is an image of the sun, sky, a person, trees and a house as something that is included in the concept of "world". At the same time, the children's drawings testify to how different the students were. After that, the children, together with the experimenter, discuss the drawings and conclude that our huge world can exist if there is no war in it, that is, when there is peace between people. The teacher draws the attention of the children to the fact that in Russian these two concepts of the world are denoted by one word world.

The children's drawings become the first page in the "Book of Discoveries" that the children have been creating since this first lesson.

The work of children together with the teacher on the creation of the "Book of Discoveries" has the following meaning: firstly, children begin to master not a reproductive, but a productive, creative position. In this case, we are talking about the development of the author's position by children. Secondly, young schoolchildren simultaneously act as artists - designers of their book. This ensures the possibility of integrating the cognitive and artistic position of children.

Discovering the meaning of the word "hello".

The work begins with the teacher asking the children to think and explain what the word "hello" means. Together with the children, the teacher finds out that the word "hello" means a wish for life and health. From this wish begins the wish of a good attitude towards everything that surrounds a person. This is a moral position that becomes the main leitmotif of the program, running through almost all of its topics.

During this activity, the children create the second page in their "Book of Discoveries". It becomes a common panel-application created by children. Children cut out the sun, and its rays are depicted in the form of their hands. These rays "hello" with everything that is in the world. Each child, at his own request, draws near his ray the creature with whom he wants to greet first of all. For one, this is his mother, for another - his dog, for the third - a bird, etc.

The one whom the child chose first of all to wish him health again points to the individual peculiarity of each student who participated in the creation of this collective panel.

Since language development is one of the central and determining ones in the overall mental development of the child, special attention is paid to working on the meanings of words in the classroom. To this end, already from the first lesson, the creation of a two-, trilingual (for example, English-French-Russian) dictionary of new concepts begins, which are being worked on. In this lesson, the second word hello after the already recorded word world is introduced into this dictionary.

Acquaintance with the concept of "many worlds" and their relationship with each other.

Classes are devoted to the discovery of many worlds that are part of our big world. In their first drawings, the children depicted various worlds: the world of stars, animals, insects, mountains, etc. The teacher discusses with the children why the world of animals, birds, the world of the sea can be distinguished into special worlds. It turns out that each of them is arranged in its own way and lives according to its own laws.

Then the teacher poses the following question: are the worlds that we have drawn connected with each other? This issue becomes a topic for discussion in the next session.

The next lesson, the purpose of which is to start discovering with the children the connections that exist in the world, is built in the form of an educational game "The Black Witch and representatives of different worlds". This game is held so that the children themselves try to prove the need for the interconnection of different worlds.

The teacher (experimenter) takes on the role of the "Black Witch", and each student chooses the role of one of the representatives of any world: the world of birds, flowers, animals, fish. Before the game starts, the teacher puts and writes questions on the board: are all the worlds connected? Do they need each other? Under the dictation of the children, the worlds that have already been recorded in the "Book of Discoveries" are quickly sketched on the board.

The game begins as follows: "Black Witch" - the teacher puts on a black cloak, black glasses and black gloves. She has black stars made of black paper. She says that she can destroy any of the worlds, such as the world of water. Children who have assumed the role of representatives of other worlds must prove the connection of their world with the world of water. If they prove this connection, then in this case the Sorceress loses one of the black stars and thereby her strength decreases. If she loses all the stars, then she must die, and all worlds can live in peace. So in the process of playing, children prove the interconnection of the worlds and their mutual necessity.

For children to understand the interconnection of the worlds and to consolidate this concept, the connections between the worlds are drawn on the board and in the "Book of Discoveries".

Discovering with children the purpose of a person in the world.

Among many worlds, children also drew the world of man. The next cycle of classes is devoted to the discovery of who a person can be.

This problem is written on the board and as the heading of the next page of the Book of Revelations. Based on the knowledge of children about what people do, what professions a person can have, students make the following discovery: a person can be a researcher, an artist (in the broad sense of the word: an artist and a sculptor, a painter and a clown in a circus, etc. ), as well as helper, friend and protector. After clarifying together with the children three possible positions for a person in relation to the world (to be a researcher, an artist, an assistant), the children sketch this in the form of a simple diagram. This scheme is very important at first for setting before the children, and then by themselves, tasks of three kinds: cognitive, artistic, and moral. Based on this scheme, the children themselves will then learn to set such tasks in different situations.

In order for children to master open positions (“Who can a person be?”), they are given the task to independently or together with their parents establish and draw a family tree of professions in their families. After completing this work and entering the genealogical professions in the families of children in the "Book of Discoveries", the teacher specifically discusses with the children that some professions can combine several positions, for example, researcher and assistant (doctor, teacher, etc.), artist and an assistant (artist, builder, etc.). Children make this discovery through their own examples.

Work on the topic "Who can be a person?" develops in the following task: children are invited to independently take on the role of little journalists and conduct interviews with adults working in their school, i.e. identify the professions of those people who work with them. Children take on the role of journalists, small photojournalists with pleasure and usually successfully cope with the task.

The result of this work should be the release of a special newspaper about the people of their school. Performing this task, children act in two positions: researchers and graphic designers. Children master the same positions, continuing to work on the design of their "Book of Discoveries". In addition, it must be emphasized that tasks like the one described, i.e. related to conducting interviews with school staff provide material for developing children's ability to communicate with both peers and adults.

The discovery together with children of many worlds and possible positions of a person in relation to the world around him allows us to turn to the construction of the next series of lessons, in which students move on to mastering the position of a researcher, artist and assistant on the material of different worlds: the world of fish, mountains, space, etc. d.

But before moving on to these tasks, the teacher should devote one session to an analysis of the meaning of the word discovery. Children must understand that different actions and facts can stand behind the word discovery: a physical action (you can open a window, a door, a jar), an activity related to the discovery of the unknown: a new island in the ocean, a new star, etc. The third meaning is to be open to another person, to open one's soul to others. In their dictionary, children write down their discovery: the various meanings of the word discovery.

In the Book of Discoveries, children draw possible meanings for the word discovery.

At the end of the lesson, together with the children, it is concluded that if a person is open to the world, benevolent, then the world and everyone in it can also go towards this person and open up to him. If a person is closed, gloomy, closed to others, then others will not want to open up to him and go towards him.

After that, the teacher (experimenter) organizes a small game "Good and Evil". One of the children is appointed leader. The facilitator names something that is kind to children and cannot harm them in any way. To this, the children open their arms wide, showing that they are open to this kindness and accept it. And vice versa, the host calls something evil, dangerous (for example, war, hatred, deceit, stone, fire - something that can kill or injure a person), to which the children close their hands, squat, shrink into a ball, showing that they they do not want to let in evil, unkind.

TRAVEL TO DIFFERENT WORLDS.

After that, a whole series of classes is carried out in a playful way, like imaginary journeys around the world. The experimenter, together with the children, proposes to make "journeys" to the world of mountains, then to the world of the sea, to fish, then to the world of birds, after that to the world of animals. A special "journey" is also organized to the world of flowers and insects.

During these games, children more and more master the positions of the researcher, artist and assistant. Reliance on the scheme allows children to learn how to compare different kinds of tasks: cognitive, artistic and moral. At the end of each such "journey" (to the world of flowers, animals), a small "symposium" or "conference" is organized, where children act as researchers with small messages or reports about what they learned about representatives of the world they visited. Parents can also participate in such "conferences". Children prepare the material for their "reports" for several days, while the "journey" to one or another world continued.

To prepare their small reports-messages, children learn to use various kinds of children's encyclopedias, reference books, atlases of animals, plants, relevant books, and sometimes textbooks for older classes. To start teaching children to use different books as reference books, as well as to develop in them the ability to summarize what they have learned in the form of a small "report" - these are the main tasks that are solved when organizing such classes.

The position of the artist during these travels is worked out through the creation of drawings, collective panels by children, the composition of poems and fairy tales about the inhabitants of one or another world. Let us especially note that in the conditions of work in a special studio, the teacher, if he considers it necessary, gives the children certain knowledge about how to draw landscapes, still lifes, portraits, etc.

When traveling to different worlds the position of an assistant is discussed together with the teacher (experimenter), who poses such problems for the children: how and in what way a person can help this (named specifically) world.

The next few sessions are dedicated to further discovering with children how all the worlds that are part of this huge world in which we all live are interconnected. These classes are aimed at developing the cognitive abilities of children.

Mastering the position of the researcher continues when children receive this type of assignment from the teacher: explain whether many worlds are connected to each other over the course of one day, one year, and throughout life from birth to end. This is discussed in the topics: "Rhythms in the Universe" (cycle of one day, year and cycle, or circle, human life); "Worlds made by hands and not made by hands".

Children are invited to answer the question about what happens during the day when the sun is at its zenith, and then gradually lowers and sets below the horizon. Students comment on what happens in nature during the day from sunrise to night. To understand the cycle of the year, the teacher "turns" children into grains or seeds. Children show with movements how these grains begin to germinate in early spring with the sun, then gain strength, begin to ear in summer, and by autumn the ears give new grains, which, if they fall into the ground next spring, again germinate with new shoots. Children draw what happens during the year.

Referring to the cycle of human life, the teacher turns the students into babies who have just been born, and then the children dramatize the main stages of human life: they crawl like babies, pick up books and go to school, here they are - young people, then they become mothers and fathers , and by the end of the circle they leave, like all living things, leaving their children and grandchildren to live on.

These lessons, in which children take an active part, are sufficient to conclude together with the teacher that everything in the world is connected: the sun, plants, people, animals; everything is subject to the rhythm and cycle of nature.

A number of tasks are devoted to the formation of the child's research position in relation to how the world of nature and the world created by man are interconnected. In other words, children are confronted with the question of non-man-made and man-made worlds and their interconnection.

Role-playing game "Journey into space".

After traveling to different worlds and discovering the diverse connections between them, the teacher, together with the children, returns to the problem "Who can a person be?". The children are asked the question: what can be the cause of a person's joy? In other words, together with the children, it becomes clear what meaning can have for the person himself and other people what he does, and to whom it can be useful and even bring joy.

To consolidate the basic concepts, the clarification of which was devoted to the previous classes, the game "Journey into Space" is organized. This game is connected with the discovery of the world of stars, which, like other worlds, was sketched in the general picture of the worlds.

The game "Journey into Space" continues for 10-11 lessons, during which further work is underway to set and solve cognitive, artistic and, where possible, tasks that have a moral content.

At the very beginning of this cycle of classes, all children become members of the space crew. "Space rocket" is built from tables and chairs, which are usually used for classroom work. All participants in the flight are dressed in imaginary spacesuits, each has its own "transistor" (a cube, a pencil case, a box with an "antenna") for constant communication with the Earth. At the head of this crew there is a commander, whose role is assumed by the experimenter (teacher).

All crew members have notebooks for writing and sketching during the flight into space. The crew leader, together with his assistants, makes sure that his students have food and water during a long journey. Anyone who wants this is allowed to take their favorite thing or toy with them from the Earth.

On the eve of the flight into space, children are invited to choose a role for themselves during the flight: to be a researcher of the universe, an artist or an assistant. Depending on the chosen role, each student either brings or names the things that he may need during the trip. Those children who have taken on the role of future explorers usually cite the following as essentials: space clothing, a map, a camera, a helmet, gloves, far-sight goggles, special lamps, a flag. Artists call paints, drawing paper, colored pencils, paper clips. Assistants consider it necessary to take with them food, a balloon of air, a blanket, weapons, in order to protect themselves from terrible monsters that can be found on other planets.

After the rocket has taken off from the Earth, the experimenter turns on space music. All members of the crew are looking out of the "window" at the receding Earth, and they are invited to sketch it from the rocket. During the flight, the crew commander begins to tell and draw on a special board (chalkboard) how our solar system works: which planets surround the Sun and where among them is the place of our planet Earth. The ship's commander tells or answers children's questions about how planets differ from stars, what is the Milky Way, star rain, etc.

The game continues the next day. When night falls, all astronauts, except for the commander and his assistants, are invited to sleep. The crew falls asleep for a few minutes. In space, as the commander explains, time is different and therefore not a few minutes, but several years pass. When the astronauts wake up, everyone tells what dream he had.

The nature of the dreams told by children provides material about the individual characteristics of each child.

"Flight" in space also gives the experimenter the opportunity to tell the children in an accessible form about the possibility of different number systems: 1 hour on Earth can be equal to one year in flight. The children are given the task: how old is each member of the crew at this time of year? Children answer: "18 years. - And after another 10 hours of flight? - 28 years." "And how many hours does it take to fly for everyone to be 80 years old?" Children count.

Then the ship commander invites everyone to become artists and draw three portraits of themselves: what would you be like at 8 years old on Earth, what would you look like during our trip at 18 years old, and what would you be like at 80 years old. Children enjoy drawing their self-portraits at different ages. While the children are drawing, they are told what kind of calendars are on Earth. different peoples.

The next lesson is landing on an unfamiliar planet and meeting with aliens. This lesson takes the form of a dramatization game. Crew members are looking for ways to communicate with the inhabitants of an unfamiliar planet with facial expressions, gestures, that is, in all possible ways. Earthlings are trying to explain to the aliens who they are, where they came from and invite the aliens to join their crew, but they do not agree.

After the earthlings get back into the rocket and continue their flight, they are invited to sketch what those they met in space looked like. Usually, the drawings of children are very diverse: some have aliens with three legs and one eye, others - in the form geometric shapes, but with eyes, for the third - in the form of robots, for the fourth, the space inhabitants have a human appearance, for the fifth "cosmonauts" they were like a soul or smoke, etc.

After approaching the fireball - the Sun (the ship's commander specifically tells his crew about the very high temperature of the sun), the rocket turns around and moves back towards the Earth, towards the house.

Such classes allow children to be introduced in general terms to the structure of the solar system and a number of major constellations. They participate in raising the question of what is stellar rain, magnetic storms, the Milky Way, etc. This information, which children usually receive in high school in special astronomy lessons, here can act as a preliminary step for the development of the cognitive abilities of younger students.

The organization of classes in the form of a game allows you to set tasks for children not only cognitive and artistic, but also the corresponding positions "we are helpers and friends." Each child brings home something different as a gift from outer space: some - a star stone, others - paintings, others - jewelry for mothers (earrings in the form of stars, a necklace made of gold paper, etc.).

During the trip, work continues on the "Book of Discoveries", as well as sketches and brief notes of children in their logbooks.

Opening the world at home.

The next cycle of classes is devoted to a special and close world for children at home. Not being able to describe this cycle of lessons in such detail, as was done in the case of "Journey into Space", we will name only the main topics that can be offered to children for discussion in connection with the world at home.

The first problem: what is a house and who has a house? Children usually come to the conclusion that every living creature should have its own home: birds and animals, different insects - beetles, butterflies, mosquitoes, spiders, ants, etc. They explain that living creatures need a home to protect their children from bad weather and enemies that can kill little grasshoppers, bunnies, cubs, etc. Children describe and draw houses that different animals have.

Then questions are posed to the children: what can a person's house be like and how does it differ from the houses of other living beings? Are the houses of people of different nations the same in different parts of the world? Together with the teacher, the children discuss and sketch in their "Book of Discoveries" different types human homes in the north and in Africa where it's hot; in the desert, where the hot sands; in forests or mountains. Students draw and write down what must certainly be included in the architecture of a human house.

The theme "World at home" allows you to discover together with children some more things that can have great aesthetic and moral meaning. In particular, this is a question about the past and traditions in every home. Thus, one lesson is devoted to discussing that every house keeps antiques that can tell a lot about the past of each family. In the next lesson, children can arrange a small "museum" by bringing and stacking antiques and books that belonged to their grandparents, great-grandparents on specially shifted desks.

Sketching these things in the "Book of Discoveries" and restoring (on the basis of previously collected material) the genealogy of professions in each family, the children, together with the teacher, come to the conclusion that the things of each house keep a history of one kind or another.

Then the children can be asked to do another little research: find out the family tree of names in their family and find out why he (the child) got this name and what it means. The history of the names of the children of the class, recreated by the children themselves, will make it possible to treat names as that special material that, among other things, has an aesthetic meaning (the beauty of a name from the point of view of its sound).

REASONS FOR HUMAN JOY.

The last cycle of classes is devoted to the formulation of moral tasks. The experimenter (teacher) poses a problem for the children: what can be the cause of joy for a person? Usually children give the following answers: a person has joy when he receives gifts - toys, books, new clothes, a doll, etc. The second reason for joy, according to children, is when the whole family is together: “when we go on vacation together”, “when no one is sick”, “when there is no war and everyone at home and dad was not taken to war”, etc.

Such answers allow the experimenter to lead the children to the conclusion that a person's joy happens even when everyone is healthy and the whole family is together. After this conclusion, the teacher says that the reason for a person’s joy can be a kind and good deed that he does for another person: help him or give something. "Have you ever been like this?" he addresses the children.

Children begin to remember and give their own examples of how they prepared and gave gifts to someone, how they helped those who had difficulty doing something: "help clean the house", "help mom wash the dishes and cook dinner", "draw as a gift, a drawing and embroider a napkin with colored threads", "leave the most delicious little brother", etc.

After that, the children discuss the question: what kind of people are considered heroes or are famous in the country and around the world, what good have they done for others, why are streets and squares named after them, and sometimes their names appear on world maps?

These conversations about famous and unfamous people allow us to come to the conclusion together with the children that a person can experience great joy when he does something necessary and kind for others. At this time, the children sketch the last page in their "Book of Discoveries", where each in his own way depicts what can be a cause of joy for a person.

The first joy that children portray is the joy of receiving a variety of gifts.
The second - when everything is safe and the whole family is together.
The third joy is when a person does something good or kind for others.

At the end of the conversation, the teacher draws the attention of the children to general scheme"Who can be a person?" and asks: “How is what we just said about joy related to what a person does on earth?” Children again name the professions of people known to them (cook, doctor, rocket scientist, builder, teacher, geologist, journalist, salesman, etc.) and make a general conclusion that a person should not destroy, but help everything that surrounds him.

It is clear that for the moral development of children, their orientation only to the formulation of ethical problems is clearly not enough. Here it is necessary to organize the concrete activities of the children themselves, which would require them to provide real help and concern for others. As far as we know, in certain experimental classes in Russia that work under the Hello World program, the system of moral education was developed on purpose. So, in the city of Ivanovo, second-graders and third-graders of experimental classes constantly help elderly people from a nursing home. In Uglich, the children of the experimental classes were working with children from the orphanage. Children work organized in Moscow different ages, suggesting active assistance of the elders to the younger ones, etc.

Organization: SBEI DO CRTDU "Presnya"

Location: Moscow

Non-subjective reality is everything that a person sees, hears, touches around him, all the things that surround him, and everything that also remains invisible to him, to his senses and various devices. Here is something “invisible” hiding in the “emptiness” of space. Apparently, this “emptiness” can still be conceived. It hides the foundation of the universe, from which microparticles are born. And a person constantly interacts with this absolute basis, moreover, he himself and all living beings, all microparticles are just, apparently, fluctuations of this “emptiness”, which is capable of transmitting information through itself according to the principle “here and at once”. And our innate apparatus, with the help of which we cognize the world around us, still constantly interacts with this basis, it draws from it what we understand by the words “psychic energy”. It is that, in the words of poetry, the pure "unclouded source" of the first matter, which still has neither the properties of mass, nor the properties of electric charge, nor spin, and it nourishes our "ability to know" the world through trials of error, as well as our thinking, and gives it a certain quality and power.

From my practice, I was convinced that we polarize this “emptiness” with any of our movement, breathing. And it's also good when this polarization occurs according to the principle of harmony, according to the laws of dialectics and quantum mechanics. Even when we draw a drawing with a pencil on paper, this “something”, drawn with a stylus, pieces of carbon, also interacts invisible to the eye with “empty” space. But before our actions and our drawings, our thought on the principle of "here and at once" already indicated what we want to make visible in the world, it polarized "emptiness", it thought "here and at once", and one more thing must be added the word "everywhere", a picture of our various movements. If we polarize "emptiness" according to the laws of harmony and dialectics, then this means: we think. Thinking is the polarization of "empty" space according to the laws of harmony and dialectics, where stable pictures of this polarization alternate with changeable pictures taken either in our mental representation or on paper. Meaningful thinking comes to us from this “emptiness” polarized by us, behind which lies the foundation of the universe, in which we believe. It instantly changes the states (spins) of quantum fields and atoms of the substance of the brain, which these fields radiate in the form of waves. This we know from experience. This is how the polarization of the “emptiness” acts on the material-field structures of a person. So behind the “emptiness”, scientists saw not only the medium from which microparticles are born, endowed with mass, but also what they called “torsion fields” (that is, the vortices of this “emptiness”), capable of instantly transferring information to any distance, without transferring this rough massive matter.

First, it is necessary to understand what the innate apparatus for reflecting the world represents, interacting with what else is hidden behind the words “empty” space. What is the “ability to cognize”, how is it connected with the work of the apparatus of thinking and reflecting the world that is genetically innate in a person? And how this apparatus makes it possible to actually approach not only an adult or a child, but also any other living being to a diverse non-subjective reality. And what is this subjective reality in himself, in a person, a child or any other being? Isn't it just an aspect of objective reality that hides itself there, in the "emptiness", and is related to the weak field structures of a person that radiates from his brain and heart? And what we believe in may then turn out to be that already in the future we will know better and better, and now it appears to us as that transcendental possibility on the basis of which we can build our predictive knowledge from ideas and conjectures?

Modern physicists have been looking for the luminiferous ether since the last century. We all know from school about the mixed results in the experiments of Michelson and Morley. The very ether along which the waves of light move, and which Rene Descartes put forward as the basis of the universe for the role of the primary matter, can also turn out to be the basis of what everyone designates with the words “psychic energy”. Or, at least, the ether may contain aspects of what is meant by these words. Our thinking "I", its "ability to know the world", are directly related to the basis of the universe, to the primary matter, moreover, they are rooted there and grow from there.

But it is necessary, first of all, to distinguish the very “ability to know” through trial and error from all other cognitive abilities that ensure its functioning, such as memory, for example, and attention. I think everyone understands that attention is realized through the sphere of thinking. It is connected with the concentration of genetic radiations at the place where people are able to think "their thought" (self-reflection) as a dynamic object. This process can take place at any point in space, both in the substance of the brain and outside it: in the fields that the brain radiates. The work of memory is also connected with the correlation of what is outside of us: memorization is read from there by something, some kind of magnetic head, with what is imprinted through the organs of perception (eyes, ears, etc.) in the substance of the brain. What then, besides the material, the organ of perception of the world does attention and memory have, if their work goes beyond the brain and, in general, can proceed at any point in space, even infinitely remote from the living being (animal, plant, virus) itself? Is it possible for a child or an adult to form an organ for perceiving and processing information not from a substance, but from a field? We are talking about the field organ of thought that we think, through which we instantly receive meaningful information, which we constantly superimpose on what we read, see, hear or touch. And if we follow the text with our eyes, “run” along it at a finite speed, then we do not track the alternation of stable and changeable polarizations in our wave organ of thinking, changes in which we only think, but do not see. If we “rise” above the text, then through the sphere of our thinking organ, and in the mental representation of this field organ through the “construction of thinking”, we instantly receive information about the meaning of the text. Through the "construction of thinking" one can imagine, and therefore also visualize the work of this organ invisible to the eye.

From my pedagogical practice, I discovered that in children and in general in any living beings there is a field thinking environment outside the brain, but working in correlation with their brain matter, and, consequently, also with their organs of hearing, vision and others. From the point of view of biochemistry, memory is formed in the neurons of the brain, in the cytoplasm. And from the point of view of my psychophysics, thinking, attention, memorization and recollection also proceed in the subtlest (without mass, electric charge or spin) structures of the physical vacuum. Otherwise, in the “emptiness”, which is capable of instantly transferring information to any point in space by its all-penetrating frame, without transferring the substance itself and field quanta. The transfer of information itself is due to the fact that the field quanta and the microparticles that emitted them instantly correlate their quantum states with each other, and, consequently, also information about the orientation of the spin moments of these quanta, or in other words, the polarizations of "empty" space, associated with spin or built-in magnetic moments. The semantic information about the objects of the external world is formed in a person or an animal due to the polarization of the "emptiness", because of which the primary torsion component appears in it. It, as a component of "emptiness", is all-penetrating according to the principle "here and immediately everywhere and everywhere". We are talking here about the "emptiness" from which all quantum fields and microparticles are born, along which various wave processes run, associated with the propagation of light or gravity. This information is not related to human emotions, but it can be distorted by them, since emotions are nothing but biochemistry that can affect the laser radiation of chromosomes in a person. This is not what we read in the form of words, but what we comprehend as a whole, what forms our correct understanding of the text behind the words, behind the phrases of words.

Even Alexander Gavrilovich Gurvich established from experiments that the nuclei of cells, including the brain, radiate. Today we know that this is coherent polarized laser light. I believe that these radiations ensure the connection of the brain matter, the radiating nuclei of the neurons of a living being, with the finest structures of the physical vacuum or "emptiness", from where it draws what we understand by the words "psychic energy" for its work. And behind the disclosure of the secret of what is behind the word "emptiness" is the correct understanding of a person about: what is "psychic energy", what is "original matter".

The “ability to know” the world through trial and error is a generic concept associated with the holistic work of the material-field structures of a person and any living creature, with the functioning of “cognitive abilities” in them, which have some specific differences and features: thinking and consciousness, attention and memory, and others. In life, we form in ourselves through trials of error a certain material-field process that cognizes the world, and in this process we also find some features inherent in it. From my teaching practice, I realized that if a person strengthens and correctly builds the work of the wave organ of thinking according to the laws of harmony and dialectics, then at the same time he will gradually improve his psychophysics: both attention and memory, as well as biochemical processes in the cells of the body. I'm not talking about the fact that the strengthening of this field organ and tuning will lead to the fact that a person of the torsion component of quantum fields that emit the nuclei of his cells will also penetrate walls that are opaque to light and instantly transmit thoughts over long distances.

When I polarize the “empty” space with something (with my drawing, hand movement, breathing), then torsion fields and their quanta (tornons and torsion) are formed in it, through them the integral semantic thinking of a person is formed. Thinking about your thinking (or “being with your thought”), these fields can be formed intentionally according to the laws of harmony and dialectics, and, consequently, you can strengthen your field organ of thinking, and at the same time, your entire body, regulate the launch there, power and time of flow of all biochemistry.

If we talk about torsion fields, about physical vacuum, about “emptiness”, then these structures and their complex functioning have always eluded being known both by metric science and unambiguous logic objectively. But, I think that their study can be approached from the side of thinking that underlies human subjectivity, for example, and with the help of psychological experience, otherwise through “a person’s thinking about the structure and form of the world of his thought.” It is also possible to model the sphere of human thinking using the structures of intuitionistic mathematics. Here, multi-valued variable non-metric logics that change their measurements (Grotendieck's schemes?), which can capture the processes of development and self-organization in the living world of nature, and in the world of thought, can help with diversity and mobility. One of the variants of such mathematics I came up with for myself.

And so that there is no confusion, all cognitive abilities, “the ability to know the world” must be associated with material carriers in which they are structured and “live”. And they “live” not only in the substance of the body, but also in quantum fields that interact with the physical vacuum or with the “empty” space, behind which there is an understanding of what “psychic energy” is. Therefore, my research work lies in the field of what is today called "psychophysics", I invariably in my experience and in my reasoning trace the connection of the human psyche with its physics or biochemistry, as necessary. The human psyche, in my opinion, is endowed with semantic subtle structures of “emptiness”. Yes, today it is not only the sphere of human beliefs, but also the sphere of serious realistic experience. Today, we are all beginning to touch the understanding of what is the first matter from which the whole world was formed, and what is the “psychic energy” that nourishes the brain substance of a person.

In order for all the cognitive abilities of the child to become more complex and properly formed, for a start it is necessary to separate his thinking “I”, his field organ of thinking, from sensations and teach him to think this subtlest organ in the semantic field of self-reflection in the space of ideas independently of themselves. And the absolutism of the thinking "I" and its connection with something higher, which is formed in the child, must be understood as this complete independence, in which all opposites find their non-contradictory unity. In this absolute independence, nothing subjective can be separated from anything objective. And then, for example, symbolic constructions that model the meanings of words and phrases in the texts of books can also be considered such subjective formations, with the help of which all people can also control the objective processes that occur behind them, the same polarization of light in the human aura. Because the space of meanings is the space where thought itself is formed and structured objectively, as a subtle physical process, where unity is achieved through self-reflection, where thought is able to think itself.

The space of meanings (which means to be in unity with thought) is the space of self-reflection, taken in the space of human ideas. There we are able to present our thought as a living self-organizing and self-developing object. This, in my opinion, is the highest form of symmetry and stability. If you like, this is a way of orientation in the world and life, where the reference point is the sphere of pure, polluted by the "emptiness" of the physical vacuum, thinking. And that is why, because of words, but in fact because of meanings, especially when they are distorted or broken, and together with them they cut off what is still understood by the words “fabric of psychic energy”, people are offended by each other or even they may start fighting and arguing with each other.

Therefore, it is necessary to answer not for the words, but for the meanings of the words. Because all words are only products of thinking, but not thinking in itself. And thinking itself lives in the space of “representation of reflection”. It is because of its action through the “denial of negation” that meanings are born that are associated with real subtle content, and in them the conceivable is conceived as existing in itself. So breaking the meanings of words, we break the energy of thinking, and words at the same time, to put it in an allegory: scatter like dry leaves, devoid of that tree, its root system that feeds them, and from which they grow and are still invented by us, if it comes to, for example, about sublime poetry.

All cognitive abilities (attention, memory, thinking, consciousness, and others), one way or another, by the quality of their work are connected with the work of one quantum-wave field organ of thinking, working in correlation with the substance of brain cells, and how the edges of one diamond make it, this field organ, a diamond in the human soul. And this very poetic allegory was born in me in order to express in simple language just one thought: by developing our wave organ of thinking, and with it also our “ability to know” the world through trial and error, we will develop all our cognitive ability in general. And we are talking here not only about attention, memory, thinking and other abilities of the mind, but also about such abilities that are waiting for their development in a person in his evolutionary future. For example, instantaneous transmission of thought at a distance and “vision” by thinking through an obstacle that is opaque to the optics of the eye, as well as the creation, for example, of protection at the level of the finest matter, the existence of which we only guess today or believe in it. And all this is the prerogative of the pedagogy of the future, which is already knocking at our door today. A person who does not see with his mind the coming evolutionary changes may find himself on the brink of an abyss.

It is necessary to define more clearly: what is human subjectivity. What do we mean by it? Is this what I write or draw on paper? Also, understanding that human subjectivity is also rooted in the subtle objective processes of shaping, you begin to accept for yourself the smearing, fuzziness and relativity of breaking the world with the help of such concepts as objective and subjective. That is, there are boundaries, crossing which the mind is not able to separate the subjective and the objective. This is the realm of the Absolute, the realm of the unknown. If we consider the Absolute as the environment where our thinking organ lives is not an invention, but a possible thing, then what was previously considered subjective, as science itself develops, becomes the subject of objective consideration. We need the Absolute in order to raise our “thinking self” above the world of gross matter in order to adjust and develop our cognitive abilities. How to make sure that your thinking "I" is not controlled by the things that surround you? How to make your thinking "I", thanks to faith in the Absolute independent? How can positive science accept the idea of ​​the Absolute into its cognitive space? How to make sure that science, where it sees "absolute nothing", sees "something", which is needed for its adjustment and strengthening of the cognitive abilities of a person, functioning as a single whole. The science of human thinking must accept for itself the existence of the Absolute as a kind of supersymmetry with respect to any improvements and changes in the world that a person makes and connect the work of his field organ of thinking and the whole body as a whole with this higher symmetry. These questions, apparently, can be solved, as I believe, within the framework of considering how the strengthening of the field organ of human thinking through adjustment according to the laws of harmony and dialectics of the polarizations of light in this organ also leads to clarification of the “ability to know” the world through trial and error, leads to a clearer functioning of all cognitive abilities. And how, in this case, the whole biophysics of a person at the cellular level becomes more complicated, or rather, his psychophysics. The science of thinking must accept that the human psyche is not some kind of subjectivity, but something objective, but so far poorly understood and working according to the laws of quantum mechanics. Mind, intelligence, attention, memory and thinking are real things related to aspects of the quantum world.

The Absolute, on the other hand, is an object of intuitive speculation, in which one can believe, and its structure and dynamics can also be clarified by analogy with living nature (without knowing, to think about It). And precisely because we are able to believe, we are "able to know" the world through trial and error. If there was no faith in the Absolute, then the human mind would not have a “foothold”, there would be no possibility to know the world around. Moreover, I believe that faith in the Absolute and a dialogue with "Him Himself" are a prerequisite for the development of all cognitive abilities: mind and reason, attention and memory, thinking and consciousness, and others. Which is closely related to strengthening and tuning the "ability to know" the world through trial and error. Just as the strings on the fretboard of a guitar are tuned from its nut, in the same way all the “strings” of thinking, which are physically laser light beams of neuron nuclei, are tuned and actuated with the help of subjective constructions drawn on paper or taken in the semantic space of thinking reflection. These constructions model the dynamics of the Absolute, from which, as from a certain “threshold”, functioning according to the laws of harmony and dialectics, the material-field cognitive apparatus of a person and the harmonious well-coordinated work of the rays of his mind are tuned. Where the Absolute lives, poetry is born there, He is a kind of “long-talking silence”, from which the music of the world is born. If we speak not in the language of poetry, but in a scientific language, then there, in the unexplored environment of the Absolute, our quantum-wave field organ of thinking exists, indirectly manifesting itself already at the level visible by devices through the polarization of light in the human aura.

Yes, today's science must admit that the mind, in addition to the external side, has an internal side, and this internal side is associated with experience in the microcosm, in the world where the laws of quantum mechanics work. If the external mind can contain a priori principles that are not derived from the experience of the external, for example, Newton's laws, taken in the form of theorems, then for the internal mind, quantum experience is directly related to itself. And, moreover, the “inner mind” itself exists in the microcosm as a field subtle organ, which follows from the psychological experience. If, however, science is built holistically from the Absolute, here one must take into account those boundaries beyond which what was subjective becomes a real instrument for controlling objective processes. And as from some kind of supersymmetry regarding transitions from the outside of a thing to its own inside, we will derive from the poetry of the Absolute, from faith in Him, all that science that does not accept the “inner mind” as an objective truth. Science ordinary will obey the poetry of the Absolute.

It must also be said that the archetypes discovered by Jung in the human psyche, as real processes of self-organization at the level of subtle matter, are born precisely in the wave organ of human thinking. It can also be said that Jung, exploring dreams, for the first time "felt" them in the soul, in the human psyche, as real formations, but did not understand that they are formed in the wave organ of human thinking, because he considered the psyche separately from the physics of the body and brain, apart from its radiations. Behind the archetypes is the work of one field organ of thought and Carl Gustav Jung did not see this.

Yes, not in vain, and not without reason, he considered various archetypes as real formations in the psyche. And I would add - in psychophysics. Carl Jung vaguely guessed that the psyche “has under it” real material processes. I'm talking about the wave organ of thinking, which, being born under the action of laser radiation emanating from DNA molecules in the brain cells, forms in the subtle essence of the Absolute, in vacuum, in the "emptiness" of space (that is, in the bowels of the primordial matter), granular endowed with universal laws of development field "self-organizing formations". It is them, as I believe, that Carl Jung called archetypes and parts of a holistic psyche that we are not aware of. And therefore, for me, the archetype is a holistic field formation, a process in the wave organ of thinking, most likely directly related, as Levi-Strauss believed, to the morphology of the brain (the wave organ of thinking is also responsible for shaping in the human body). And it must also be said that if the archetype of the unconscious occupied a dominant position in the human psyche, then in Jung it was called the archetype of the Self. In my opinion, the archetype also acts as an attractor (attraction - attraction) and therefore performs the function of “capturing the psyche” of a person, his “thinking self”, and involving him in the process of cognition itself, as Jung said: in “the process of individuation and disclosure of the archetype of the Self ". But behind the archetype of the Self, he would still have to find a quantum-wave field organ of thinking, which, unfortunately, he did not do. And I must add: here there is a direct connection between the process of individuation and, in my opinion, what is called in Christianity "the sacrament of the Eucharist" (that is, with repentance and worship), with what in art or science is associated with the discovery of something new. , with prediction or foresight. From the point of view of my psychobiophysics, this process is also connected with how we “raise” our quantum-wave thinking organ “above” gross matter, and make it not tied to the things around us. And it goes without saying that archetypes cannot be identified with any symbols. After all, an archetype is by no means a symbol that we draw on paper or somehow mentally represent in our imagination. But with the help of subjective symbolic constructions, we can control what we call "inner mind" or archetypes, real formations in human psychophysics, functioning according to the laws of quantum mechanics. And, therefore, we can control our “ability to know” the world through trial and error.

It is necessary to speak not just about an archetype, but about a subtle archetypal field formation in the faintly luminous aura of the human brain. This formation is genetically conditioned by its entire ancestral history, and, consequently, by its entire and its ancestors by centuries of evolution, associated, in particular, with the evolution of their “ability to know” the world through trial and error, which, apparently, is determined by the quality of this field formation, its relative power and mobility. They can also be formed, and they can also be controlled with the help of special “thinking structures”. I called them optical-torsion lenses.

Yes, the light fields emitted by the nuclei of cells are captured by torsion fields, but they are created by the subjective symbolic "constructs of thinking" of a person when they interact with the "emptiness". What is this capture and what is this attraction? Capture is understood as the fact that the quantum state of the human light field changes instantly in a jump "everywhere and at once" both in the cells and in the fields that they radiate. How the energy state of an electron in an atom changes. Therefore, there is no “capture” as such, in its usual sense, there is the presence of many possible states that exist simultaneously. Thought, we can turn on or turn off any of these possible quantum states, which, one way or another, will affect the power and quality of the processes taking place in our biophysics. All these states exist "here, everywhere and at once" at the same time. This is how we think through the Absolute, through the framework of “emptiness”. This is one of its properties. We do not know everything about the properties of the Absolute, therefore, in some of its parts, it remains a sphere of hypothetical knowledge for science, and an object of belief for religion.

As long as our various creeds and a priori forms of cognition improve, our wave organ of thinking and our “ability to know” the world also improve along with them. If not, and all of them (creeds or a priori forms of cognition) are used as ready-made forms, then there can be no talk of improving the “ability to know” and related cognitive abilities. That is why we need an ongoing dialogue with the Absolute and the clarification of all its forms and structure. Now I understand that in itself the wave organ of thinking (I'm talking about field organics), on which, like gloves on the hand, the symbols of faith, a priori forms of cognition are "put on", is not something so immutable. This structured field organic tissue in the aura is what has already arisen within nature, due to the interaction of laser radiation of the genetic apparatus with objects, as well as phenomena and, accordingly, the laws of the world. And improving various a priori forms of cognition, all symbols of faith, as well as finding by analogy the relationship between them, we thereby still improve our quantum-wave field organ of thinking, our heart and our brain through the Absolute. And all this happens just as the foot adapts to the soil or the fins of a fish to the water, but at the field level of being. Then the Absolute becomes the basis from which we will be able to derive knowledge about the whole world.

Brief rationale for the POSSIBILITY OF LOVE.

All cognitive abilities (attention, memory, thinking, consciousness, and others) of a person are formed through his “ability to know” the world through trial and error.

In nature, we see the color adaptation of animals to environment. Doesn't a person form in himself his “ability to cognize” the surrounding world in the same way as an animal forms in itself the ability to paint itself in exactly the color that allows it to successfully survive in its environment? What makes any of us invisible and incomprehensible to other people in our cognitive environment, like a grasshopper against a background of green grass? So, the basis of the ability of cognition is the ability to adapt what and to what? - The wave organ of thinking to the objects and phenomena of the surrounding world, and in the educational and cognitive environment and to the educational material. And such an adaptation as a quantum dynamic process at the field level is nothing but a rhythmically changing polarization of light in the wave organ of thinking. If we learn to manage it, then we will form in ourselves the ability to cognize the world around us through active adaptation to all its objects and phenomena. And so, with the “ability to know”, all other cognitive abilities (attention, memory) will develop and form. In other words, cognitive abilities are the content of a general form, and the “ability to know” itself is a form that has a specific content. This form just limits and “cuts out” in space and time at the field level the field organ of human thinking.

If a person has developed the “ability to know” the world around him through trial and error, then the ability to love this world through its knowledge is also developed in him. It is through cognition that we kindle a feeling in our heart, and through this very feeling we activate our cognition, we also give it a certain power and quality.

Just as a horse's hoof is adapted to steppe soil, so our material-field nervous apparatus is adapted to reflect and process complex information coming from the outside world. The wave organ of thinking and the brain interacting at the quantum wave field level with outside world, received their expedient and human-preserving function in the process of its long ancestral development. But if we all want to continue to develop the “ability to know” the infinite world, then we must also not lose sight of this nowhere and never-ending process of the formation and formation of this ability of ours, including the ability associated with it, for example, to recognize thoughts. another man.

Adapting to the external environment, the brain does not directly interact with it. The “gasket” between the brain and the environment is precisely the wave organ of human thinking, partly consisting of an electromagnetic field, plasma and a structured vacuum. I don't know why those (Popper, Lorentz and others) who are engaged in evolutionary epistemology did not think of such a simple idea? And all the symbols of faith and a priori forms of knowledge are only put on this field organ of thinking, just like a shirt is put on the human body. And there are simple experiments that show that our thinking also "lives" outside the cranium, where the brain is located.

Here it should be noted that in the wave organ of thinking (after all, it is a complex formation in itself) there are three main components: torsion, light and plasma. The sphere of torsion fields is all-penetrating, responsible for shaping, spreading instantly. Also in the wave organ of thinking there are: the sphere of coherent polarized laser light, the sphere of electronic and nuclear (atomic nuclei, neutrons, protons) radiation. Which components of field thinking and what exactly they are responsible for, should be repeatedly rechecked experimentally.

So, if we want to develop and form in ourselves our “ability to cognize” the world around us, then we must train the wave organ of thinking through the adaptation of its own laser radiation, for example, to the texts of the books that we read, to breathing and any movements of the arms and legs that we do. Through adaptive training of the semantic organ of any of our thoughts, we will be able to coordinate the work of our cognitive abilities, such as attention, intention, memory, and others. Then they will begin to work not in discord, but in concert with each other.

The very “ability to know” is related to how well a person has formed his wave organ of thinking. And how much all human light rays work independently and regardless of anything: neither from the weather, nor from human emotions; how mobile and clearly they change their polarization and do not “stick” to surrounding things.

Literature:

1. Bondarenko Yu. G. Teaching "π", or "golden ratio" of natural intelligence. M., 2016.
2. Garyaev P.P. Linguistic-wave genome. Theory and practice. Kyiv, 2009.
3. 14 books of Living Ethics. The third book Community especially. Riga, 1991. Where is it said about the "construction of thinking".
4. Lorenz K. The reverse side of the mirror. M., 1998.
5. Lorenz K. Evolution and a priori. Bulletin of Moscow State University. Philosophy. 1994, No. 5.
6. Popper K. Logic and growth scientific knowledge. M., 1983.
7. Popper K. Theoretical-cognitive position

evolutionary theory of knowledge. Bulletin of Moscow State University. Philosophy. 1994, No. 5.

1. Ryazanov GV Path to new meanings. M., 1993.
2. Follmer G. Evolutionary theory of knowledge. M., 1998.
3. Vollmer G. Mesocosmos and objective knowledge. See Bulletin of Moscow State University. Philosophy. 1994, No. 6 and 1995, No. 1.
4. Chetwind T. Dictionary of symbols. London, 1982.
5. Shipov G. I. The theory of physical vacuum in a popular presentation. M., 1999
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11. Jung KG Selected Works on Analytical Psychology. Zurich, 1929. Vol. 3.

If you think about the question of what should include preschool education, then classic learning skills come to mind: reading, writing, parenting, speech development and fine motor skills. The list can be very long and contain a large number of different skills and knowledge. But few people think that all these skills are part of one broader skill - knowledge of the world around us.

How does a child learn about the world around him?

Endowed from birth with the ability to hear, see, feel, the child eagerly swallows information and learns the secrets of the world hidden from him. It is sometimes difficult for adults to understand and adapt to the fact that everything is new to a child. What seems mundane or even boring can seem like an incredible adventure to a child. It is important not to miss this opportunity and maintain interest in discoveries for a long time.

Every day, looking at the same object, the child studies it from different angles. Appearance, tactile qualities, over time, the child begins to look for how this object interacts with others. Tries to find out what sounds are obtained when exposed to different objects, what they taste like.

The main things in the life of a child under 6 years old are two types of pastime. Game and activity aimed at extracting new knowledge.

These two types of cognition largely determine how much a child will be able to prepare for school and adult life in the preschool period. The game is inextricably linked with the activity of understanding the world, and all classes should take place in the form of a game. But such a connection does not mean that each child's play should be filled with a meaning that is visible to an adult. The child should be able to express his inner urges by an independent manifestation of play activity.

The impact of early age on the future life and character of the child is significant. It is very important for parents to figure out what and how to do in order to help the baby feel comfortable and comprehend the world without fear and insecurity.

The basis for understanding the processes occurring with the child lies in understanding:

• how the child perceives information;
• and how it becomes the knowledge that we use without thinking.

Basic tools of perception

Every healthy child from birth endowed with five strong and most complete tools for the perception of the world around him.

1. Hearing;
2. Vision;
3. Touch;
4. Smell;
5. Taste.

It is these five instruments that become the bridge between the world and the child. Using various mechanisms for cognition, thanks to these tools, the full development of a new person is stimulated.

In order to help the child master all the necessary skills, parents must understand what mechanisms the child uses.

Mechanisms of cognition of the surrounding world

The primary mechanism that the child uses immediately after birth is sensory perception. The newborn is not yet aware, but hears, sees and feels everything that happens around him.

Thanks to this mechanism, he makes the first impression of the surrounding objects, remembers his feelings and forms the basic experience. This experience activates the mechanism of observation. A child who is not yet able to move in space gains new experience by comparing and noting the difference in the world around him.

The desire to explore new aspects of life encourages the child to develop physically and strive to learn new skills that will allow him to reach new horizons. Thus, the child begins to move and explore objects that were previously inaccessible to him. The world is filled with a huge variety of new sensations and experiences.

The accumulation of a large amount of knowledge stimulates logical thinking to process constantly incoming knowledge. The inclusion of logic encourages the baby to experiment and model, using what has been learned previously to gain new knowledge.

Already with the first experience from experiments, the mechanism of comprehending the world begins to work in the child's head with the help of additional means, technical devices and tools of activity.

Thus, from the first sounds, sensations and pictures, the child moves to a full-fledged study of the environment. A child capable of using the five mechanisms can understand a large amount of information, and with the help of parents, process it faster and better.