1 research outputs found
ΠΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΡΠ΅ ΡΠ°ΠΊΡΠΎΡΡ ΠΌΠΎΠ΄Π΅Π»ΠΈΡΠΎΠ²Π°Π½ΠΈΡ Π² ΡΠΈΡΡΠΎΠ²ΡΡ ΡΡΠ΅Π΄Π°Ρ Ρ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΡΡ Π½Π΅Π»ΠΈΠ½Π΅ΠΉΠ½ΠΎΠ³ΠΎ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΈ
Introduction. This paper focuses on the conditions for using digital resources characterized by a nonlinear presentation of information in the cognitive process with a view of modelling personal educational environments as the basis for the map of opportunities in getting specialties of the future. The authors offer tools for the use of cognitive technologies for the construction of individualsβ worldviews which should create additional factors for the development of their theoretical and creative thinking and influence their cognitive development.
Methods. The study used the personality-oriented and the activity-based and system approaches to analyze and interpret the findings. The Rapid Foresight technique and the observation, experiment, and analysis methods were employed in the study.
Results. The authors justify the use of new cognitive technologies that allow individuals to model the process of cognition and help them create worldviews adequate to the demands of society and the trends of specialties of the future. The example of modelling a personal trajectory of the development in digital environments characterized by a nonlinear presentation of information describes the factors of the development of thinking and information searching skills. In accordance with corresponding cognitive processes individuals construct the following three types of knowledge: (a) knowledge acquired through perceiving and processing information; (b) knowledge acquired through experiment; and (c) meta-knowledge (reflexive and orientation knowledge). This paper presents an experiment confirming the effectiveness of new cognitive technologies in modeling a non-linear trajectory of individual development and cognition.
Discussion. On the basis of the generalization of the results of cognitive activity during modelling the process of cognition in digital environments the authors described the types of knowledge and offered the types of work considered to be the most effective in terms of intellectual development. The presented types of cognitive activity help to create additional conditions for new applications of cognitive technologies when constructing worldviews. A general algorithm of the map of opportunities implies a correlation between psychological characteristics and demands of specialties of the future.ΠΠ²Π΅Π΄Π΅Π½ΠΈΠ΅. Π ΡΡΠ°ΡΡΠ΅ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡΡΡ ΡΡΠ»ΠΎΠ²ΠΈΡ Π²ΠΊΠ»ΡΡΠ΅Π½ΠΈΡ Π² ΠΏΠΎΠ·Π½Π°Π²Π°ΡΠ΅Π»ΡΠ½ΡΠΉ ΠΏΡΠΎΡΠ΅ΡΡ ΡΠΈΡΡΠΎΠ²ΡΡ
ΡΠ΅ΡΡΡΡΠΎΠ² Ρ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΡΡ Π½Π΅Π»ΠΈΠ½Π΅ΠΉΠ½ΠΎΠ³ΠΎ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΈ Π΄Π»Ρ ΠΌΠΎΠ΄Π΅Π»ΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΏΠ΅ΡΡΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΉ ΡΡΠ΅Π΄Ρ ΠΊΠ°ΠΊ ΠΎΡΠ½ΠΎΠ²Ρ ΠΊΠ°ΡΡΡ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠ΅ΠΉ ΠΏΡΠΈ ΠΏΠΎΠ»ΡΡΠ΅Π½ΠΈΠΈ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΉ Π±ΡΠ΄ΡΡΠ΅Π³ΠΎ. ΠΠΎΠ²ΠΈΠ·Π½Π° ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π·Π°ΠΊΠ»ΡΡΠ°Π΅ΡΡΡ Π² ΡΠΎΠΌ, ΡΡΠΎ Π² ΡΠ°Π±ΠΎΡΠ΅ ΠΏΡΠ΅Π΄Π»Π°Π³Π°ΡΡΡΡ ΠΈΠ½ΡΡΡΡΠΌΠ΅Π½ΡΡ ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΡ ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΡΡ
ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ Π΄Π»Ρ ΠΏΠΎΡΡΡΠΎΠ΅Π½ΠΈΡ ΠΊΠ°ΡΡΠΈΠ½Ρ ΠΌΠΈΡΠ°, ΠΊΠΎΡΠΎΡΡΠ΅ ΡΠΎΠ·Π΄Π°Π΄ΡΡ Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»ΡΠ½ΡΠ΅ ΡΠ°ΠΊΡΠΎΡΡ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΈ ΡΠ²ΠΎΡΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΌΡΡΠ»Π΅Π½ΠΈΡ, ΡΡΠΎ ΠΏΠΎΠ·Π²ΠΎΠ»ΠΈΡ ΠΎΠΊΠ°Π·Π°ΡΡ Π½Π΅ΠΏΠΎΡΡΠ΅Π΄ΡΡΠ²Π΅Π½Π½ΠΎΠ΅ Π²Π»ΠΈΡΠ½ΠΈΠ΅ Π½Π° ΠΏΠΎΠ·Π½Π°Π²Π°ΡΠ΅Π»ΡΠ½ΠΎΠ΅ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ ΡΠ΅Π»ΠΎΠ²Π΅ΠΊΠ°.
ΠΠ΅ΡΠΎΠ΄Ρ. ΠΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π±Π°Π·ΠΈΡΡΠ΅ΡΡΡ Π½Π° ΠΏΡΠΈΠ½ΡΠΈΠΏΠ°Ρ
ΡΠΈΡΡΠ΅ΠΌΠ½ΠΎ-Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠ½ΠΎΠ³ΠΎ ΠΈ Π»ΠΈΡΠ½ΠΎΡΡΠ½ΠΎ-ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠΎΠ²Π°Π½Π½ΠΎΠ³ΠΎ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ΠΎΠ², ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΈ Rapid Foresight, ΠΌΠ΅ΡΠΎΠ΄Π°Ρ
Π½Π°Π±Π»ΡΠ΄Π΅Π½ΠΈΡ, Π°Π½Π°Π»ΠΈΠ·Π° ΠΈ ΡΠΊΡΠΏΠ΅ΡΠΈΠΌΠ΅Π½ΡΠ°.
Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ. Π ΡΠ°Π±ΠΎΡΠ΅ Π½Π°ΡΡΠ½ΠΎ ΠΎΠ±ΠΎΡΠ½ΠΎΠ²ΡΠ²Π°Π΅ΡΡΡ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΡ ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΡ Π½ΠΎΠ²ΡΡ
ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΡΡ
ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ ΡΡΠ΅Π΄ΡΡΠ²Π°ΠΌΠΈ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΊΠΈ, ΠΏΠΎΠ·Π²ΠΎΠ»ΡΡΡΠΈΡ
Π½Π΅ ΡΠΎΠ»ΡΠΊΠΎ ΠΌΠΎΠ΄Π΅Π»ΠΈΡΠΎΠ²Π°ΡΡ ΠΏΡΠΎΡΠ΅ΡΡ ΠΏΠΎΠ·Π½Π°Π½ΠΈΡ, Π½ΠΎ ΠΈ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°ΡΡ ΠΊΠ°ΡΡΠΈΠ½Ρ ΠΌΠΈΡΠ°, Π°Π΄Π΅ΠΊΠ²Π°ΡΠ½ΡΡ ΡΡΠ΅Π±ΠΎΠ²Π°Π½ΠΈΡΠΌ ΠΎΠ±ΡΠ΅ΡΡΠ²Π° ΠΈ ΡΡΠ΅Π½Π΄Π°ΠΌ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΉ Π±ΡΠ΄ΡΡΠ΅Π³ΠΎ. ΠΠ° ΠΏΡΠΈΠΌΠ΅ΡΠ΅ ΠΏΡΠΎΠ΅ΠΊΡΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΏΠ΅ΡΡΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΡΡΠ°Π΅ΠΊΡΠΎΡΠΈΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π² ΡΠΈΡΡΠΎΠ²ΠΎΠΉ ΡΡΠ΅Π΄Π΅ Ρ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΡΡ Π½Π΅Π»ΠΈΠ½Π΅ΠΉΠ½ΠΎΠ³ΠΎ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΈ ΠΎΠΏΠΈΡΠ°Π½Ρ ΡΠ°ΠΊΡΠΎΡΡ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΌΡΡΠ»Π΅Π½ΠΈΡ, ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΡΠΌΠ΅Π½ΠΈΠΉ ΠΏΠΎΠΈΡΠΊΠ° ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΈ ΠΈ Ρ. Π΄. ΠΡΠ΄Π΅Π»Π΅Π½Ρ Π·Π½Π°Π½ΠΈΡ 3-Ρ
ΡΠΈΠΏΠΎΠ², ΠΊΠΎΡΠΎΡΡΠ΅ ΡΡΠ±ΡΠ΅ΠΊΡ ΠΊΠΎΠ½ΡΡΡΡΠΈΡΡΠ΅Ρ Π² Ρ
ΠΎΠ΄Π΅ ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΡΡΡΠ΅Π³ΠΎ ΠΏΠΎΠ·Π½Π°Π²Π°ΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠ°: ΠΏΡΠΈΠΎΠ±ΡΠ΅ΡΠ°Π΅ΠΌΠΎΠ΅ Π² ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠ΅ Π²ΠΎΡΠΏΡΠΈΡΡΠΈΡ ΠΈ ΠΎΠ±ΡΠ°Π±ΠΎΡΠΊΠΈ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΈ; ΠΏΠΎΠ»ΡΡΠ΅Π½Π½ΠΎΠ΅ ΠΈΠ· ΡΠΊΡΠΏΠ΅ΡΠΈΠΌΠ΅Π½ΡΠ°; ΠΌΠ΅ΡΠ°Π·Π½Π°Π½ΠΈΠ΅ (ΡΠ΅ΡΠ»Π΅ΠΊΡΠΈΠ²Π½ΠΎΠ΅, ΠΎΡΠΈΠ΅Π½ΡΠΈΡΠΎΠ²ΠΎΡΠ½ΠΎΠ΅ Π·Π½Π°Π½ΠΈΠ΅). ΠΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ ΡΠΊΡΠΏΠ΅ΡΠΈΠΌΠ΅Π½Ρ, ΠΏΠΎΠ΄ΡΠ²Π΅ΡΠΆΠ΄Π°ΡΡΠΈΠΉ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΡ Π²ΠΊΠ»ΡΡΠ΅Π½ΠΈΡ Π½ΠΎΠ²ΡΡ
ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΡΡ
ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ Π² ΠΌΠΎΠ΄Π΅Π»ΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ Π½Π΅Π»ΠΈΠ½Π΅ΠΉΠ½ΠΎΠΉ ΡΡΠ°Π΅ΠΊΡΠΎΡΠΈΠΈ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΈ ΠΏΠΎΠ·Π½Π°Π½ΠΈΡ.
ΠΠ±ΡΡΠΆΠ΄Π΅Π½ΠΈΠ΅ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΎΠ². ΠΠ±ΠΎΠ±ΡΠ΅Π½ΠΈΠ΅ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΎΠ² ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΏΡΠΈ ΠΌΠΎΠ΄Π΅Π»ΠΈΡΠΎΠ²Π°Π½ΠΈΠΈ ΠΏΡΠΎΡΠ΅ΡΡΠ° ΠΏΠΎΠ·Π½Π°Π½ΠΈΡ Π² ΡΠΈΡΡΠΎΠ²ΠΎΠΉ ΡΡΠ΅Π΄Π΅ ΠΏΠΎΠ·Π²ΠΎΠ»ΠΈΠ»ΠΎ Π½Π΅ ΡΠΎΠ»ΡΠΊΠΎ ΠΎΠΏΠΈΡΠ°ΡΡ ΡΠΈΠΏΡ Π·Π½Π°Π½ΠΈΡ, Π½ΠΎ ΠΈ ΠΏΡΠ΅Π΄Π»ΠΎΠΆΠΈΡΡ Π½Π°ΠΈΠ±ΠΎΠ»Π΅Π΅ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΡΠ΅ Π² ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠΈ ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π²ΠΈΠ΄Ρ ΡΠ°Π±ΠΎΡ. Π Π·Π°ΠΊΠ»ΡΡΠ΅Π½ΠΈΠ΅ Π΄Π΅Π»Π°Π΅ΡΡΡ Π²ΡΠ²ΠΎΠ΄, ΡΡΠΎ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Π½ΡΠ΅ Π²ΠΈΠ΄Ρ ΠΏΠΎΠ·Π½Π°Π²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΎΠ±ΡΡΠ»Π°Π²Π»ΠΈΠ²Π°ΡΡ Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»ΡΠ½ΡΠ΅ ΡΡΠ»ΠΎΠ²ΠΈΡ Π΄Π»Ρ Π²Π½Π΅Π΄ΡΠ΅Π½ΠΈΡ Π½ΠΎΠ²ΡΡ
Π²Π°ΡΠΈΠ°Π½ΡΠΎΠ² ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΡ ΠΊΠΎΠ³Π½ΠΈΡΠΈΠ²Π½ΡΡ
ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ ΠΏΡΠΈ ΠΏΠΎΡΡΡΠΎΠ΅Π½ΠΈΠΈ ΠΊΠ°ΡΡΠΈΠ½Ρ ΠΌΠΈΡΠ°. ΠΡΠΎΠΌΠ΅ ΡΠΎΠ³ΠΎ, ΠΏΡΠ΅Π΄Π»Π°Π³Π°Π΅ΡΡΡ ΡΠ΅Π°Π»ΠΈΠ·Π°ΡΠΈΡ ΠΎΠ±ΡΠ΅Π³ΠΎ Π°Π»Π³ΠΎΡΠΈΡΠΌΠ° ΠΊΠ°ΡΡΡ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠ΅ΠΉ, Π²ΠΊΠ»ΡΡΠ°ΡΡΠ΅Π³ΠΎ ΡΠΎΠΎΡΠ½Π΅ΡΠ΅Π½ΠΈΠ΅ ΠΏΡΠΈΡ
ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠ΅ΠΉ ΠΈ ΡΡΠ΅Π±ΠΎΠ²Π°Π½ΠΈΠΉ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΉ Π±ΡΠ΄ΡΡΠ΅Π³ΠΎ