Monthly Archives: January 2023

Our Roots – Lagoon Playgroup

A Little History ..

The Lagoon cooperative preschool was founded in Belmont Heights in 1948 and incorporated as the Lagoon Playgroup within the State of California. We are a member of the Long Beach Council of Parent Participation Nursery Schools and are licensed by the State of California Department of Social Services.

Today, the Lagoon Cooperative Playgroup is still as unique as ever. We are characterized by the love and devotion of both the teacher and parents for the children. The playgroup was created on the foundation that family centered schools were a necessity to the development of children; to this day the Lagoon Playgroup remains firm in this belief.

The Concept of parent-cooperative nursery schools was new to Long Beach in 1948 when Dr. Katherine Whiteside Taylor came to conduct a class called “Guiding Children’s Growth”. She believed that the family centered nursery school served a vital need for children and parents alike, compensating for the loss of the old-time large family with its parents, grandparents, uncle, aunts, and cousins all participating in family life together.

After finishing Dr. Taylor’s course, a group of mothers visited a nursery school in Pacific Oaks, conducted by Dr. Molly Morgenroth. Dr. Morgenroth followed this visit with a weeklong workshop in Long Beach. Inspired by Dr. Morgenroth, the group of mothers, along with 25 children, formed the Belmont Heights Cooperative Nursery School.

Finding a place for the school to meet proved difficult. For the first year the school met at The Second Presbyterian Church on Third Street and Orizaba, under the direction of Astrid Archer. The group met five days a week. Before the first year was over Astrid Archer became pregnant and relinquished her position to Nadine Herlacher. The following year, Dorothy Brothers became teacher and the group met in Astrid Archer’s backyard. For several years, the group met in members’ backyards but complaints from neighbors and the need for a more permanent place prompted arrangements with the Long Beach Recreation Department for use of facilities at the Colorado Lagoon.

In 1952, The Belmont Heights Nursery School, now meeting at the Colorado Lagoon, became the Lagoon Cooperative Playgroup. Thelma Buteau was the teacher that year and was paid five dollars a morning. The outdoor play area was fenced in with tennis nets and all equipment had to be carried up stairs and stored in a tiny space in the frame building. The frame building was later deemed too dangerous and a potential fire hazard so the recreation commission converted the space to a nursery school and asked the school to pay one dollar a day for each day the school was in operation. In 1955, Thelma Buteau’s salary was increased to six dollars a morning and parents paid eight dollars per child.

In April 1958 plans were completed for a major change in school operation. There were now to be two groups instead of one. The two and a half to three year olds met twice a week, and the three and a half to five year olds met three times a week. There were also two mothers’ meetings a month, and separate officers for each group. However, by the end of the first year the mothers returned to a single meeting a month and combined set of officers.

Thelma Buteau continued to improve herself as teacher by taking many courses in nursery school techniques. Although some parents may have lost sight of the original meaning of parent participation nursery schools, the children continued to benefit. Thelma’s salary in 1963 was $150.00 per month for ten months as well as Workmen’s Compensation, Social Security, and paid holidays.

The school’s equipment was housed in two small buildings and had to be carried into the yard each morning to make room for the quaint classroom. Due to the use of the buildings as daily storage, rainy day school was held at Bay Shore Community Church about a quarter of a mile away for a donation of $50 a month.

From 1998 to 2008, under the direction of Tisa Brookhyser – Teacher/Director from 1998-2012 and 2006 Outstanding Teacher/Director Award winner for the California association for parent participation preschools (CCPPNS) – the Lagoon Playgroup confronted the challenge of growing. The idea led to countless hours of fundraising, having architectural plans drawn up and redrawn, and working with the City of Long Beach to gain approval for an addition. The addition was to connect the already existing structures, creating a larger indoor classroom to accommodate the children during rainy days, eliminating the need for the secondary site. To teacher and parents’ surprise, news was given on Wednesday, March 5th, (the last day of school) that construction was to begin on Thursday, March 6, 2008. Now the buildings provide working areas for children to learn through play with spaces dedicated to dramatic play, block building, a science corner, a library and a writing and art table.

Today, the Lagoon Cooperative Playgroup is still as unique as it was in 1952. The school has continued to work alongside the City of Long Beach renting out a small fenced-in area overlooking the Lagoon. Our playgroup has two groups of fifteen children who meet between 9am and 12pm. The seniors meet Monday, Wednesday and Friday while the juniors meet Tuesday and Thursday. Each group is offered extended day between 12pm and 2pm for a nominal fee. Both classes are taught by the teacher/director with the assistance of two working parents.

The Lagoon Cooperative Playgroup is characterized by the love and devotion of both the teacher and parents for the children. The playgroup was created on the foundation that family centered schools were a necessity to the development of children; to this day the Lagoon Playgroup remains firm in this belief.

History of Teachers

Lagoon Cooperative Playgroup

Astrid Archer
1948

Nadine Herlacher
1948

Dorothy Brothers
1948-1951

Edna Wagner
1951-1952

Thelma Buteau
1952-1963

??
1963-1970

Wendy Flagel
1970-1971

Carol Roberts
1971-1973

Betty Brown
1973-1985

Noel M.
1985-1986

Terry Fortune
1986-1988

Melinda Wells
1988-1998

Tisa Brookhyser
1998-2012

Michelle Veazey
2012-2016

Ollie Cigliano
2016-2017

Rachel McBride
2017-Present

5 Best Preschools in Long Beach, CA

Below is a list of the top and leading Preschools in Long Beach. To help you find the best Preschools located near you in Long Beach, we put together our own list based on this rating points list.

Long Beach’s Best Preschools:

Creative Arts School

Oakwood Academy

Un Mundo De Amigos Preschool

Los Altos Grace Schools – Preschool & Elementary

California Heights Parent Participation Nursery School

The top rated Preschools in Long Beach, CA are:

• Creative Arts School – has been locally owned and operated in Long Beach since 1972
• Oakwood Academy – provides an outstanding education for all their students
• Un Mundo De Amigos Preschool – offers world-class preschool education to children
• Los Altos Grace Schools – Preschool & Elementary – has a long and distinguished history of serving the community
• California Heights Parent Participation Nursery School – is a teacher-led preschool located in Long Beach

Creative Arts School

Creative Arts School is a pre-school and primary education school in Long Beach that offers fun and educational services. They have been locally owned and operated in Long Beach, California since 1972 and have always dedicated themselves to providing a safe and fun environment for your child.

New And Creative Arts Academy For Children, LLC provides eclectic and exciting programs for children. They are a year-round program that offers competitive and mind-stimulating activities for children. They’re well as other programs for your child. They are part of The Boy and Girl Scouts of America and have activities throughout the year.

Products/Services:

Child Care, Daycare, Preschool, Elementary

LOCATION:

Address: 1423 Walnut Ave, Long Beach, CA 90813
Phone: (562) 591-2508
Website: www.creativeartsplus.com

REVIEWS:

“Creative Arts Preschool is known for providing a positive, progressive atmosphere for the children. All of the staff are very friendly and professional. I would highly recommend this preschool to anybody in Long Beach and the surrounding areas!” – John M.

Oakwood Academy

Oakwood Academy is proud of its highly skilled and credentialed teachers who work diligently to provide an outstanding education for all their students. They provide an accelerated academic program for preschool and elementary students that inherently educates and respects each child uniquely and individually. Students advantage of a challenging curriculum and a variety of extra-curricular activities. Their goal is to create a learning environment that will give their students a strong foundation for educational success.

Products/Services:

Child Care, Preschool

LOCATION:

Address: 3850 Long Beach Blvd, Long Beach, CA 90807
Phone: (562) 988-7676
Website: www.oaschools.com

REVIEWS:

“I went to Oakwood for a while and I absolutely loved it. The teachers are great, it’s small so we all got really close, we got a lot of attention, and honestly, the food was amazing. I definitely wouldn’t even try to compare it to public schools. And currently, I am ahead of my classmates because of the level we were taught at. It’s a great school that I would absolutely recommend sending your kids to.” – Kayla T.

Un Mundo De Amigos Preschool

Un Mundo De Amigos Preschool is committed to providing world-class preschool education to children living in underserved areas within the City of Long Beach. They believe that the primary focus of Un Mundo de Amigos Preschool should be the healthy and happy development of the complete child’s social, emotional, physical, cognitive, and creative. This child-centered philosophy authorizes children to learn through play by exploring their environment at their own developmental pace.

Their Mission at Un Mundo de Amigos Preschool is to develop active thinkers in a safe, loving, dual-language, and balanced learning environment that inspires children of diverse backgrounds to fulfill their unlimited potential, while changing the shape and accessibility of preschool for children living in Long Beach, through a focused pre-k program and partnerships with parents and community members.

Products/Services:

Preschools

LOCATION:

Address: 1480 Long Beach Blvd, Long Beach, CA 90813
Phone: (562) 591-3666
Website: www.unmundodeamigos.com

REVIEWS:

“I recommend this school to all the parents looking. All staffs are nice and friendly.” – Vanessa H.

Los Altos Grace Schools – Preschool & Elementary

Los Altos Grace Schools – Preschool & Elementary was established first, followed by their kindergarten, and then their elementary school. The school has been at its original location since its inception. Their school has a long and distinguished history of serving the community and of providing a solid, well-rounded education for children. A great number of their graduates have gone on to excel at both the high school and college levels, and have become respected members of their professions and communities.

Perhaps the ultimate reflection on their school’s success is that former graduates are now bringing their own children to be educated and nurtured at their school. Their school offers a preschool program, kindergarten, and elementary program with a strong academic curriculum based on a developmentally appropriate philosophy. All teaching is based upon God’s Word, and the Bible and students are encouraged to apply its principles to their own lives.

Products/Services:

Preschools, Kindergarten, Elementary

LOCATION:

Address: 6565 E Stearns St, Long Beach, CA 90815
Phone: (562) 430-6813
Website: www.longbeachchristianschools.com

REVIEWS:

“great preschool and daycare the teachers care about the kids and it’s a Christian environment. Highly recommend this place.” – Fred O.

California Heights Parent Participation Nursery School

California Heights Parent Participation Nursery School is a teacher-led preschool located in Long Beach. CHPPNS has been around for over 70 years because it is an effective and fun way of educating preschool-aged children in their neighborhoods.

Cognitive Activities for your Elderly Loved Ones Home Help for Seniors, Senior Home Care Helping Seniors Live Well at Home
| Home Care Powered by AUAF

February 21, 2022

Cognitive Activities for Your Elderly Loved Ones: As our loved one’s age, it becomes increasingly important to keep their minds active. This can be done through cognitive activities that help improve memory, problem-solving skills, and communication abilities. Therefore in this blog post, we will discuss some of the best cognitive activities for your elderly loved ones!

Importance of Cognitive Health

We all know that our brain is the most powerful muscle in our body, but do you also realize its importance for everyday life? The human brain is a complex organ that functions in many different ways.

A mind that ages well retain cognitive abilities such as memory retention and learning ability. Hence to measure these aspects of brain health, we assess various aspects of “brain fitness. ”
Emotional intelligence is like a muscle; it needs to be exercised by understanding emotions appropriately when they arise without overreacting or underreacting too much.

Aging with emotional capabilities includes motor skills–how well do you handle your body? Do not just think about speaking clearly but also moving around freely with confidence.

Here Are a few Health Tips that Promote Cognitive Health

Without a doubt, keeping healthy physically can go a long way toward maintaining brain health.

• Eat a healthy diet, including plenty of fruit and vegetables.
• Get regular health screenings and manage chronic conditions like diabetes and high blood pressure.
• Stop smoking and limit alcohol consumption.
• The most important to be remembered is to have good sleeping habits.

Therefore to maintain brain health, it is important to talk with your medical provider about specific exercises or dietary changes that can be made. In addition, always follow instructions given by the doctor concerning medications and supplements!

Top Activities that Promote Cognitive Health

1. Word Games

A recent study suggests a connection between playing word games and better cognitive function among seniors. Competitive games like Scrabble® or Boggle® not only provide those benefits and provide social interaction.

There are many ways to keep seniors engaged and entertained. Undeniably, the most engaging is playing games with them. Board games can provide hours’ worth of entertainment and mental stimulation for those who need it most!

You might find large print versions at your local grocery store or dollar store.

2. Playing Puzzles

Puzzles are a fun way to keep your loved ones’ minds stay active. There is an assortment of different types available online and in your local supermarket. Like, crossword puzzles and word jumbles, which can improve memory skills while also training problem-solving abilities in addition to vocabulary growth!

3.

Reading and writing

One of the best ways to keep a loved one’s mind active is reading books. Reading books can help improve memory skills and understanding complex concepts. Furthermore, writing also helps with memory recall and can be a fun way for your loved ones to express themselves creatively.

4. Crafting

You can keep your loved ones’ minds active by crafting. Crafting activities engage seniors to express themselves creatively and use fine motor skills hand-eye coordination while also having a lot of fun!

5. Exercise

Above all, exercise and mental stimulation can help your loved ones maintain their minds active as they age. Studies show that physical activity has increased benefits for older adults, including improved memory recall and a lower risk of developing Alzheimer’s disease or dementia!

6. Volunteering

Volunteering is a great way for your loved one’s cognitive health and physical wellbeing! Another key point is It allows them to meet new people who share similar interests. It gives back something meaningful within the community.

7. Board games

Checkers and chess are two of the most popular activities for people above 65, but did you know they also have a special benefit? Playing these types of cognitively stimulating video puzzles can help improve brain activity in older adults by up to 20%. This increased blood flow helps with memory retention!

Anyone caring for seniors knows the difficulty of seeing a loved one or family member in cognitive decline. Therefore care for your loved elder should have a component of mental or cognitive stimulation. Studies suggest that mental activities can impact cognitive impairment, especially beneficial for dementia patients.

Home Care Services May Be an Answer for Seniors with Dementia

When seniors have dementia, one of the ways they may start exhibiting signs of the condition is a lack of ability to bathe or dress. Additionally, they may be forgetful when it comes to medications.

Having an at-home care aide may present a viable alternative to a nursing home or assist living for these reasons and many others. In-home caregivers from a home care agency can provide different levels of care for seniors who struggle with daily living but who do not need constant medical care, including:

• Personal care. Bathing, dressing, and toileting can become difficult for people with Alzheimer’s. Having a trained professional caregiver available to give dementia care can relieve the stress associated with these daily functions.
• Errands. Even people in the earlier stages shouldn’t drive themselves, and it can be difficult for them to get to places like the post office or pharmacy on their own.
• Social interaction and companionship. Social isolation has been associated with a 50% increase in the risk of dementia. Having an in-home care aide can reduce that risk.
• Medication reminders: From setting a schedule to reminding seniors to take their medications to ensure they don’t miss a needed refill, caregivers can keep seniors with dementia on track with their medications.

Call us today at 773-274-9262 and ask how Home Care Powered by AUAF can help your family’s care needs.

Cognitive Activities For Adults

Download & Print

Download a Free Worksheet

Print these worksheet packets and use them with your patients during one-on-one therapy sessions or as a group activity.

Play 5 Exercises

Play a sample of HappyNeuron Pro exercises!

Follow

Check out our Social Media!

Follow us on Facebook, LinkedIn or Pinterest to get more worksheets and puzzles!

Come back regularly for newly posted content!

Want more than just worksheets?

Check out our digital Cognitive Training Programs free for 30 days!

Start Your 30-Day Free Trial Now!

What People Say About Our Program

” I loved trying to find out how I could support them, how I could learn what they knew and how I could learn to tap into their knowledge and make communicating easier for them. ”

Louise Kavanagh – Special Education Teacher – Dubai British School Jumeirah Park – Jumeirah Park, Dubai, United Arab Emirates

Read more about the Innovation at Dubai British School Jumeriah Park in their Case Study

“[Clients] never get to a point where they are bored, because I have a lot of flexibility that way to keep them challenged and keep them moving. The cognitive remediation programs we are using have [those features] built in anyway”

Debra Bushong – MS, LPC-S – HOPE Program at UT Southwestern Medical Center – Dallas, TX – United States

Read more about Debra and her research in her Case Study

“I’ve been able to set up a lot of HappyNeuron Pro programs for clients who did not want to meet for therapy in person. What HappyNeuron Pro has allowed us to have is a structure so we could underpin the client’s day and start their day with HappyNeuron Pro. HappyNeuron Pro allowed us to engage with clients by allowing us to look at their scores and have a conversation around that…”

Natalie Mckenzie – LCSW – BIS Services – Kent, England – United Kingdom

Read more about Natalie and her practice in her Case Study

Improving control allows the client to see that they can do something that is challenging. This helps the client build confidence in themselves, which in turn brings optimism.

Taher Chugh – Sports Medicine, MD – Toronto Concussion Clinic – Toronto, ON, CA

Read more about Toronto Concussion Clinic in their Case Study

I’m thankful for the timing when we met [the HappyNeuron Pro team] that we were able to get HappyNeuron Pro up and running because it was an important part of our transition to virtual occupational therapy.

Heather Condello – OT – Complex Injury Rehab – Pickering, ON, Canada

Read more about Complex Injury Rehab in their Case Study

I have seen positive behavioral changes in the people that I work with. The staff and clients love HappyNeuron Pro.

Dyana Hagen – B.S.W. – InterCommunity Inc.’s Common Ground Learning Center – East Hartford, CT, USA

Read more about Dyana in her Case Study

“[people considering using HappyNeuron Pro] should go for it. It’s worth the investment”

Ruth Mwaura – Clinical Psychologist – Thalia Psychotherapy – Nairobi, Kenya

Read more about Ruth and her practice in her Case Study

“There are other companies I like. After 10 years of working with HappyNeuron Pro, the “gamelike” design is why we stuck with it.”

Kristin Hoffman – Rehab Specialist & SLP – iN2L – Denver, CO, USA

Read more about Kristin and her work at iN2L in her Case Study

Every kid needs to be doing HappyNeuron Pro. Every school needs to be working on these skills. Every school in America should have a cognitive skill curriculum..

Kyra Minichan – SLP – The Cognitive Emporium – Hendersonville, TN – USA

Read more about Kyra and her practice in her Case Study

Our favorite thing is to be able to break down into core cognitive domains, knowing every task the patient is doing touches upon overlapping cognitive skills, and it gives participants a sense of what skills they are working on.

Vocational Coach – WISE Employment – Melbourne – Australia

Read more about WISE Employment in their Case Study

This program is something that really can benefit the well-being of the clients we serve. It gives us more resources and tools to help people.

Lisa Rae – Director of Business Development – Integrative Group Psychology Services – Chicago, IL – USA

Read more about Lisa and her practice in her Case Study

“The team at HappyNeuron understands our customers’ needs and how iN2L can fit as a solution. It is an important aspect of any relationship, but in situations like this, it is particularly valuable.”

Chris Krause – Dir. of Research and Outcome – iN2L – Denver, CO, USA

Read more about Chris and his work at iN2L in his Case Study

It was just enjoyable to see the results right at the moment. So once a patient is done with the group, I was able to get the results immediately and see what they did well on and what needed to still be improved. HappyNeuron Pro is just easy and accessible.

Hector Sigler – Director of Operations – Family Recovery Center – Lantana, FL – USA

We love this program! One of my success stories was the man who had a stroke. As a matter of fact, everybody noticed his progress after using HappyNeuron Pro.

Laura Argentine – LCSW – Integrative Group Psychology Services – Chicago, IL – USA

Read more about Laura and her practice in her Case Study

Page last updated on Jun 29,2022

90,000 cognitive activity of man

Introduction

1. Methodology and logic of cognitive activity of man

1.1 The concept and essence of the methodology and logic of cognitive activity

1.2 Philosophical views on the effectiveness of cognitive activity of a person

List of used references

INTRODUCTION

Human activity involves an active study of the objective patterns of the surrounding reality. Cognition of the world, building an image of this world is necessary for a full orientation in it, for a person to achieve his own goals.

Cognitive activity is a special aspect of the life of the subject, that is, the person himself. Reason, along with the desirable and feeling sides, is one of the main components of human subjectivity. The mind of man, the highest forms of its manifestation constitute the fundamental difference between man and animal.

The idea of ​​a person as a rational being, as a subject of cognition allows us to explore the forms, means and methods of his cognitive activity. The cognizing person is studied by various sciences – philosophy, psychology, physiology, cybernetics, etc.

The object of the psychology of cognition is a real person as a subject of cognitive activity, whose mind is inseparable from his needs and motives, will, emotions and feelings, the whole history of his individual development.

Human knowledge is divided into two levels – sensual and rational. The first level is knowledge through the senses. As a result of sensory cognition, a person develops an image, a picture of the surrounding world – the world in its direct reality and diversity. In psychology, sensory knowledge of the subject is represented, first of all, in the processes of perception and its particular form – sensations.

All the relevance of the topic “Methodology and logic of human cognitive activity” follows from the above and seems indisputable, especially if we take into account current trends both in Russia and in the world.

The scientific significance of this work lies in solving long-standing problems and questions on the “Methodology and logic of human cognitive activity.” Practical significance depends on the solution of methodological, organizational and temporal approaches.

When writing a work on the topic, modern literature on philosophy and the works of prominent philosophers were used.

The following research methods were used in the study:

• analysis.

• synthesis.

• simulation.

The results can be used for future research.

Object of work – the system “Methodology and logic of human cognitive activity”.

The subject of research is the current attitude of the philosophical world to this problem.

The purpose of the work is to reveal the topic “Methodology and logic of human cognitive activity.”

Research objectives are as follows:

1. Solve and designate the theoretical part “Methodology and logic of human cognitive activity”;

2. Determine the problem with support for today;

3. Draw conclusions and suggestions.

1. METHODOLOGY AND LOGIC OF HUMAN COGNITIVE ACTIVITY

1. 1 The concept and essence of the methodology and logic of cognitive activity

system. Methodology as a general theory of method has been historically formed in connection with the need to generalize and further develop all the methods and techniques of the cognitive process. In this sense, it turned out to be closely connected with the underlying philosophical principles that directly and indirectly underlie this analysis. In this regard, different groups of scientists in different historical periods can see different methodological attitudes, principles and norms of approach to the objects of science.

Historically, initially the problems of methodology and logic of human cognitive activity were developed within the framework of philosophy: the dialectical method of Socrates and Plato, the inductive method of F. Bacon, the rationalistic method of R. Descartes, the antithetical method of Fichte, the dialectical method of Hegel and K. Marx, the phenomenological method of E. Husserl, etc. This stems from the fact that the methodology of human cognitive activity has always been closely associated with philosophy, especially with its sections such as epistemology (theory of knowledge), ontology (theory of being) and logic.

The methodology of human cognitive activity in a certain sense is “already” the theory of knowledge, since the latter is not limited to the study of the forms and methods of cognition, but studies the problems of the nature of cognition, the relationship of knowledge and reality, the subject and object of cognition, the possibilities and limits of cognition, the criteria for its truth .

On the other hand, the methodology and logic of human cognitive activity is somewhat “wider” than epistemology, since it is interested not only in the methods of cognition adopted in science, but also in the features of the process of human cognition in general, which is carried out in various forms and in various spheres of human activity.

It should be emphasized that the methodology of human cognitive activity is most closely related to the so-called formal logic, which directs the main attention to clarifying the structure of ready-made, formed knowledge, to describing its formal connections and elements in the language of symbols and formulas, while abstracting from the specific content of statements and inferences.

It can be noted that the logical study of science is the means of modern formal (mathematical or symbolic) logic, which are used to analyze the scientific language, identify the logical structure of scientific theories and their components (definitions, classifications, concepts, laws, etc.) , exploring the possibilities of scientific knowledge.

Since the New Age (XVI-XVII centuries), methodological ideas have been developed not only in philosophy, but also within the emerging and rapidly developing particular sciences – mechanics, physics, chemistry, history, etc. The methodological component is gradually becoming a necessary component of each specific science, although this fact was not always realized and recognized by a number of scientists.

A characteristic feature of modern science is a comprehensive study of both the patterns of development and structure of knowledge in the most general – logical and philosophical form, and the patterns of development of specific areas and branches of science. Within the framework of specific scientific areas, there is a comprehension and study of the methods and forms of scientific knowledge. In science itself, two interrelated directions are more and more clearly distinguished: the study of the properties of objects and the study of the methods and forms of scientific knowledge.

The second direction is being developed especially actively within the framework of such mature sciences as physics, biology, and chemistry.

The empirical basis for the development of the methodology and logic of cognitive activity is the history of a person, but taken not by itself, but in a broad philosophical, socio-cultural context, that is, in the system of culture in its entirety.

In modern science, it is customary to distinguish between general and particular methodology.

The first analyzes methods that are common to many sciences, or for the whole of science as a special system of knowledge, the second – for individual groups of sciences. In fact, one can speak of a multi-level methodology of science, where each level has relative autonomy and is not derived directly from other levels. The classification of the levels of methodology is based on the dialectic of the individual, the particular and the universal, where at the level of the individual, various methods of particular sciences and individual disciplines are fixed, at the level of the particular – interdisciplinary and general scientific methods, and the level of the universal is occupied by philosophical methods.

The multi-level methodology leads to the fact that the researcher, as a rule, in the course of his professional activity, encounters extremely complex and contradictory cognitive structures and situations. Therefore, it is no coincidence that there is a tendency in the literature to strengthen the methodological research carried out within the science itself.

On this basis, intra-philosophical and proper professional methodology is distinguished in science of science, and the period of isolation of the methodology and its acquisition of an independent status is dated to approximately 50-60s of the XX century. The independent modern status of methodology is largely due to the fact that it includes diverse processes of modeling reality, and therefore it is entrusted with the most difficult task of studying patterns of all types, types, forms, ways and styles of thinking.

1.2 Philosophical views on the effectiveness of human cognitive activity

For philosophy, knowledge of the world around us is one of the most important worldview problems.

The question of whether the world is cognizable is the question of the possibility of an accurate and complete reflection of the world in the mind of a person, his orientation and activity in the world.

Knowledge fills the function of human orientation.

Knowledge is the highest level of information about the world received by a person with the help of consciousness. Without knowledge, it is impossible to form a picture of the world. Bacon: “Knowledge is power.”

The essence of man’s cognitive relationship to the world lies in the active and purposeful search and acquisition of knowledge. The branch of philosophy that deals with the problems of cognition is called epistemology, or the theory of cognition.

Knowledge and faith do not contradict each other. Faith is the knowledge of things without evidence. Faith is the certainty of a person. If knowledge reveals things that are visible to us, then faith helps to discover things that are not yet visible and mysterious to man.

The foundations of epistemology were laid down in ancient philosophy. Cognition was considered as a special process. Democritus singled out knowledge “dark” (sensual) and “true” (rational). He believed that only what was proven and verified by experience is true, but not everyone can come to the truth, but only a sage.

Socrates raised the question of the methods of achieving true knowledge. Chief among them is dialectics, as the art of arguing.

Aristotle created the most perfect theory of knowledge at that time. He considered truth as knowledge, corresponding to things, and delusion as a distortion of truth. He singled out the subject and the object of knowledge.

In the Middle Ages, the main efforts of epistemology were aimed at proving the existence of God as the highest cause of all things. Reason is below faith. Hence the slogan – “To know in order to believe in the existence of God.”

In the Renaissance, knowledge was seen as an endless process.

In the philosophy of modern times, interest in the problems of epistemology has increased. This was due to the industrial revolution, and German philosophy identified the problem of cognitive abilities and human capabilities. Kant did it. He believed that only the world of phenomena can be comprehended by man, and the world of entities is unknowable. Marxism is convinced of the cognition of the world. Cognition is closely linked with practice, and the world can not only be known, but also transformed.

In the history of philosophy, a trend was formed, whose representatives either doubted or denied the cognizability of the world – agnosticism. Its representatives did not deny the process of cognition itself, but they believed that it was limited by the cognitive capabilities of a person.

What is knowledge?

1. Cognition is a special kind of human reflective activity.

2. Cognition is the spiritual side of human practical activity.

3. Cognition – the highest level of information achieved by a person purposefully.

4. Cognition is a social order in the form of the actual needs of society (in the Middle Ages, the church had a huge influence on knowledge, in the 20th century it was the need to study the cosmos).

Cognition is possible only when relying on the so-called intellectual fund, which means the total knowledge of mankind, methods of cognition, etc. It is important to build on what has already been achieved.

The cognitive process is possible only with the help of language as a communication tool.

Ideology plays a huge role in cognition; assessment of specific social phenomena from the standpoint of various social groups and strata of society (private property for some is good, for others it is evil).

Cognition is actively influenced by sensuality, the entire emotional world of a person.

Cognition is always a creative process, and its main criterion is the novelty and social significance of the results obtained. Intuition, as a type of thinking, plays an important role in creativity.

On the state of cognition and practice:

In philosophy, practice is commonly understood as human activity aimed at transforming the surrounding world. The main form of practice is work.

The role of practice in the process of cognition:

1. Practice is the source, basis, movement, power of cognition. The demands of practice brought to life the cognitive needs and tasks of man. Practice stimulates the development of new branches of knowledge.

2. Practice is the goal of knowledge. The knowledge acquired by people is intended for their use in life.

3. Practice is the criterion of the truth of human knowledge. But this method of checking the truth of knowledge is not universal, because not everything can be tested practically, so science uses logical proofs.

Cognition develops, because society has new needs. Cognition is a transition from capturing external properties to the study of internal connections: from living content to abstract thinking.

The first stage of cognition is sensory cognition (empirical). Forms of sensory knowledge: sensation, perception, representation.

Feeling – a reflection of individual features and properties of objects (temperature).

Perception is a holistic image of an object or phenomenon.

Representation – storing images of objects in memory.

Empirical knowledge is always subjective, which gives rise to many judgments and evaluations of the same phenomenon. However, it is this type of knowledge that connects a person with the outside world, and at the same time, it has its limits.

The second stage of knowledge is rational or theoretical knowledge. Forms of logical knowledge – concept, judgment, conclusion.

The concept reflects the general principles and properties of objects.

Judgment – a connection of concepts, with the help of which dependencies between things are reflected. An inference is a connection between several propositions. Rational knowledge allows a person to comprehend the inner in things – their structure, essence, laws.

This concerns, first of all, the knowledge of social phenomena.

Both situations of cognition are closely related.

Certain contradictions are inherent in the process of cognition:

1. Contradiction between subject and object. It represents the discrepancy between human needs in the practical transformation of the world and insufficient knowledge about it.

2. Sometimes cognition is characterized by a contradiction between the data of the sense organs and the mental reflection of the external world.

3. The contradiction between the established theory and the established new scientific facts.

4. Contradictions between currents in science, between theories.

CONCLUSION

Thus, philosophy considers the process of human cognitive activity as a process of reflection. Cognition in an ideal form recreates the objects and processes of objective reality. For the reconstruction of this process, it is necessary to comprehend the main categories of the process of cognition as a reflection. First of all, they are the categories of the object and subject of knowledge.

The object of knowledge is understood as the whole world surrounding a person, everything that is outside of his consciousness. In a narrower sense, it is not the whole world, but that part of it, to which the cognitive and object-transforming human activity is directed.

The subject of cognition in a broad sense is the entire human society that carries out cognitive activity. This characteristic applies to all who lived on earth and are living today. The product of the cognitive activity of those who lived before continues to remain in the subject field of scientific knowledge as a set of hypotheses, versions, approximations to the truth, and even delusions that protect against it. To repeat them again.

In a narrow sense, the subject of cognition is a specific person, researcher or group of people carrying out joint cognitive activity.

Thus, the cognitive process is a product of the interaction between subject and object. This understanding of the cognitive process leads to an important philosophical conclusion.

Scientific knowledge itself and its result have objective and subjective characteristics derived from the object and subject of knowledge, respectively.

Consequence of a philosophical conclusion: according to the significance of the subjective and objective components of cognition, it is possible to more clearly distinguish between its main types:

a) scientific knowledge seeks to eliminate (eliminate) the subjective component of knowledge as much as possible; the scientific result is the purer, the closer to objective truth, the more the motives and goals of cognition, the features of the social order, various conditions and circumstances are eliminated from it. For example, in relation to the famous theorem, it has nothing to do with who Pythagoras himself was, what class he belonged to, what philosophical and social ideas he proclaimed. The theorem only in an objective form fixes the ratio of the sum of the squares of the legs and the square of the hypotenuse. Everything else in science, as they say, is from the evil one.

b) philosophical knowledge cannot eliminate the subject, since it is the worldview of a person, a subject and is interpreted as a person’s knowledge of the world. But this knowledge cannot be called subjective. The subjective is a synonym for the individual-personal, sometimes biased, and therefore one-sided and illusory. Philosophical knowledge is subjective in nature. The subject here is not considered as an individual person with all the features of his character, habits, individual psyche. He is the subject of cognition, an element of the cognitive situation, opposite to the object. Qualifying a person as a subject of knowledge, philosophy abstracts from the individual personality characteristics of different people and considers them only as capable of reflecting the properties of the subject;

c) individual cognition, according to the interpretation of the characteristics of the cognitive process, is precisely subjective, based on the representation of objects of the objective world, the personal cognitive abilities of a particular person.

A similar conclusion about the subjective and objective characteristics of the cognitive process is important when the object of knowledge is a natural phenomenon. It seems somewhat different where the object of knowledge is human society or the person himself.

Philosophical conclusion: a feature of the interaction of subject and object in the social sphere is that the subject and object coincide; for the subject ta, the object of knowledge is himself; either a person knows himself, or society strives for self-knowledge.

Consequences of philosophical conclusion:

2. social cognition has specific features associated with full or partial identification of the subject and object of cognition;

2. the peculiarity of such a cognitive procedure lies in the fact that subjective and subjective characteristics are an essential factor in cognition;

2. subject parameters – the essence of the characteristics of an object (society or person) in their generally significant expression;

2. subjective parameters are associated with the role of the subjective factor: will, social and individual psyche, social and individual phenomena of faith, beliefs, stereotypes of thinking and behavior, individual and personal characteristics of such an object as society, social group, individual;

2. Social laws, in contrast to natural ones, are more of a statistical, probabilistic nature.

REFERENCES

1. Blinkin S.A. Essays on natural science (Lessons in creativity).-M.: Knowledge, 1979.

2. Bogdanovich V.I., Mogilenko A.R., Oganesyan M.S. and others. The system method and its place in modern natural science / In the book: Problems of philosophy and methodology of modern natural science. – M.: Nauka, 1973, pp. 378-383.

Great Soviet Encyclopedia.-3rd. Ed. T.9. – M., 1979.

3. Gippenreiter Yu.B. Introduction to General Psychology: A Course of Lectures. – M.: MGU, 1988. – 315 p.

4. Gorelov A.A. The concept of modern natural science. – M.: Center, 1997. – S. 81-90.

5. Kandyba D.V. The secret possibilities of man. – M.: KSP, 1995. – Book. 2.

6. The concept of modern natural science: Textbook. – Rostov-on-Don: Phoenix, 1997. – S. 262 – 365.

7. Krut I.V. System organization of objects of nature and the problem of the foundations of natural science knowledge / In the book. Problems of Philosophy and Methodology of Modern Natural Science. – M.: Nauka, 1973. – S. 406-410.

8. Kuznetsov V.I., Idlis., Gutina V.N. Natural science. – M., 1996. – Ch. 13-17.

9. Fundamentals of human physiology: a textbook for higher educational institutions / Ed. B.I. Tkachenko. T. 1,2. – St. Petersburg: International Fund for the History of Culture, 1994.

10. The problem of development in modern natural science / Sat. articles. – M.: MGU, 1968.

11. Problems of philosophy and methodology of modern natural science. – M.: Nauka, 1973.

12. Ruzavin G.I. The concept of modern natural science. – M.: UNITI, 1997. – S. 122-135.

13. Ruzavin G.I. System approach and the unity of scientific knowledge / In the book. Unity of scientific knowledge. – M., 1988. – S. 237-252.

14. Sverlova L.I., Voronina N.V. The content of the basic laws of natural science. The concept of modern natural science: Course program and methodological materials for 1-3 year students. – Khabarovsk, 1996. – S. 16-20.

15. Modern natural science and materialistic dialectics / Ed. V.A. Ambartsumyan. – M.: Nauka, 1977.

Lesson summary | Cognitive activity

Knowledge is a form of existence and systematization of the results of human cognitive activity.

Forms of cognition of the world:

• optimists – assert that the world is cognizable in principle;

• agnostics – deny the cognizability of the world;

• skeptics – argue that knowledge of the world is possible, express doubts about the reliability of the knowledge gained.

Agnostic ideas

Agnosticism is a philosophical doctrine that denies the possible knowledge of the world.

1. Conventionalism – claims that existing scientific theories are agreements between scientists.

2. Gnoseological idea – they talk about the complexity of cognition, the difficulty of identifying the essence, prove the failure of agnosticism.

Sensory cognition

Sensation is a reflection of individual properties, attributes of objects and processes.

Perception is a holistic reflection of objects, the diversity of their properties.

Representation is a specific image of an object that is averaged, similar images of the past act on it, and it loses its images and features.

Rational cognition

The concept is a thought that fixes the general and essential features of things.

Judgment is a thought that affirms or denies something about the objects of knowledge.

Judgments and concepts form inference – reasoning, during which new judgments (conclusion or conclusion) are logically deduced.

Rational cognitive ability is associated with thinking, thinking is associated with speech, speech is carried out with the help of language – a system of special signs that have a prescribed meaning.

Sensationalism – in the process of cognition puts sensory cognitive ability as opposed to reason in the first place.

Rationalism – they recognize the mind as the basis of human cognition and behavior, denying feelings as a source of reliable information, motivating them with inaccuracy and limited information about the world obtained with the help of the senses.

True – correspondence of representations or statements to the real state of affairs.

Relative truth – limited true knowledge about something.

Absolute Truth – complete, exhaustive knowledge of a complex object.

Scientific knowledge

Scientific knowledge:

1. The principle of objectivity.

2. Rationalistic validity.

3. Consistency of knowledge.

4. Verification.

Levels of scientific knowledge:

1. Empirical (reflects the object under study from the side accessible to observation; the researcher interacts with the object under study).

2. Theoretical (deals with the logical model of the object under study, expressed in a special scientific language).

Social and humanitarian knowledge

Social knowledge – knowledge about relatively stable and systematically reproducible relations between peoples, classes, socio-demographic and professional groups, etc.