PHILOSOPHICAL REFLECTION ON STRATEGIES FOR COGNITIVE AND COMMUNICATIVE DEVELOPMENT OF VALUE-SEMANTIC KNOWLEDGE BY STUDENTS

Abstract

A problem of organic connection of civilizational technological values and sociocultural acceptability of innovations, humanitarian education, fundamental knowledge and cultural and educational practices involves improving the process of comprehension, assimilation and discovery of value-semantic knowledge about the unity of personality, society and nature. The scientific and pedagogical community is united in recognizing the need to intensify research, which will result in the development of methodological, theoretical and practical training of students in value-semantic strategies of life. The objective of the study is to conceptualize and explicate the potential of philosophical reflection in the design and construction of transformation of communicative and dialogical strategies into a cognitive technology of assimilation, discovery and use of value-semantic knowledge in the personal development of future specialists. The research methods represent the complementary use of anthropological, axiological, praxeological, competence-based and other approaches, as well as theoretical reduction, interpretation, retrospective analysis and hermeneutic procedures of the work. In continuation of the initiative research on improving the cognitive process of value-based understanding of the cultural and educational space undertaken by international scientific and educational organizations and Russian scientists, a new look at the ontological, epistemological and methodological functions of philosophical reflection is presented. The value-existential determinants of philosophical reflection as a construct of fixing universal criteria of intelligence, ethics and spirituality in the interaction of subjects of higher education are explicated and substantiated. The components of communicative and dialogic strategies are interpreted and a cognitive image of reflexive support and their transformation into cognitive and communicative learning is formed. Within acceptable parameters for the philosophy of education, an algorithm for actualizing student’s personal problems in integrating theoretical knowledge with a wide range of logical possibilities, intellectual, metaphysical types of comprehension of reality and self-knowledge of personality has been formed and tested. The scientific novelty consists in substantiating the role of philosophical reflection in the implementation of humanistic ideals of personal development in professional training, in improving humanitarian technologies and in constructing the process of ascent of cognitive and metacognitive thinking of students to a value-semantic comprehension of the world and their own life. The cognitive image of philosophical reflection can be applied at all levels of the higher education system for various training profiles. Philosophical reflection will be especially significant in minimizing contradictions between educational paradigms, in strengthening the positions of personality-oriented learning approaches and the use of national educational traditions, in updating the human development index and personality-appropriate learning technologies.