Yakovleva V.A Ph.D. in pedagogic,

National University of Life and

Environmental Sciences of Ukraine

Voronina D.A bachelor,

National University of Life and

Environmental Sciences of Ukraine

PECULIARITIES OF THE THEORY OF KNOWLEDGE

The article deals with scientific theory of knowledge that studies the nature of scientific cognition and its capabilities, the main rules of cognitive process, forms and methods of man's knowledge of reality, truth-conditions of knowledge.

Keywords: theory of knowledge, scientific theory, practice, cognitive motives.

The theory of cognition (gnoseology) as one of the main parts of philosophy explores the nature of human cognition, the regularity of transformation from phenomenon knowledge to their nature comprehension, the methods and the ways of achievement the truth and its category. Gnoseology doesn`t investigates the nature of the individual, functioning in the psyche mechanisms of cognition, but universal foundations, that give reason to speak about these results as about the knowledge, which adequately reflect the objective world. The theory of cognition seeks to identify and critically examine the truth-conditions of any knowledge, identify the boundary grounds that allow to draw conclusions about the degree of validity of knowledge in any field [2].

There are several types of knowledge, and it is necessary to distinguish the scientific one, which is the methodological basis of the learning process. Scientific theory studies the nature, main patterns of cognitive process, forms and methods of man's knowledge of reality, truth-conditions of knowledge. This theory supposes the historical and logical unity in pedagogical processes, methodological analysis of didactic concepts, facts, phenomena. The starting point of this theory is the recognition of the objectivity and materiality of the world, its existence in constant motion, change and development, the awareness of the world and its regularities. The basis of knowledge is the totality of human practice, ways of human actions on nature and production relations.

The essence of a scientific theory is as follows: a) both knowledge and learning are caused by needs of society; b) both knowledge and learning are carried into practice by the scheme: live observation - abstract thinking - practice, c) learning is a way of learning process and gaining social experience.

Between processes of learning and scientific knowledge, there are some differences. First at all educational levels discovery of new knowledge is objectively impossible as students acquire already known truth. However, there is a research of the object of knowledge that can be represented by visual or verbal representations.

If the humankind has spent hundreds of years on the knowledge of certain phenomena, processes, the student acquires knowledge about them while studying during the year. In the process of perception students only acquire new knowledge. During learning in addition to the assimilation of this knowledge, they acquire skills and abilities. If the criterion of truth in cognition is the practice, then in learning it is not necessary to check the truth of knowledge. In the process its practice helps better understand and learn the course material.

A practice is material, sensuously objective, purposeful human activity that has as its content development and conversion of natural and social facilities. It is a universal basis of human development and learning [3].

The social practice is in an organic relationship with cognitive human activities and with the theory. It is a source of scientific knowledge, its driving force, which provides the necessary factual material that undergoes the theoretical treatment and generalization. The formation of the subject of cognitive activity happens during the practice process. The practice makes the direction and content of the thinking subject. It proves the objectivity of the knowledge content and the practice is the criterion, means of checking the validity of knowledge. It is in a dialectical relationship with the theory.

In the studies of scientific cognition, it is important to investigate the empirical and theoretical levels. At the empirical level the observation of objects is carried out, facts are fixed, experiments are conducted, correlation, relationships and regularities between individual phenomena are established. At the theoretical level systems of knowledge and theories are created, which reveal common and necessary contacts, formulate laws in their systematic unity and integrity. Empirical and theoretical levels of scientific knowledge differ in that on which side they explore the subject, how the essence of knowledge is obtained, which is the logical form of its expression, scientific and practical importance of the obtained knowledge.

Motives for educational-cognitive activity can be cognitive and social.

Cognitive motives, which are inherent in the process of learning: curiosity, interest in knowledge, the need for knowledge, the desire to improve their intellectual abilities. Cognitive interest may be due to the content of teaching material, active forms and methods of training, motivation assessment of student achievement, etc. [1].

Social motives of educational activities are associated with the relations in which a young person enters as a citizen of society. These communication, utilitarian motives and reasons are related with the need of self-education.

Thus, we can draw the following conclusions: methodological principles of the learning process is scientific knowledge that studies the nature of scientific cognition and its capabilities, the main regularities cognitive process, forms and methods of man's knowledge of reality, truth-conditions of knowledge.

Literature

1. Didactics of the modern school/ Ed. by V.A Onishchuk – K, 1987.

2. Philosophy. Textbook for High Schools / Ed. by S.P. Shcherba. - K. 2007.

3. Fitsula M. Pedagogy: teach. handbook. / M.M Fitsula. - 3rd ed., Stereotype. - K. Akademvydav, 2009. - 560 p.