Коммуникативная психосемантика когнитивно-ноэтического развития личности

Abstract

A comprehensive analysis and description was conducted of communicative psychosemantics as a universal basis for constructing a structural-dynamic model of the cognitive-noetic potential for the development of a professional personality in the modern educational process. The study used the main humanities communicative sense-forming processes of qualitative methods: hermeneutics, phenomenology, content analysis and experimental psychosemantics. It was found that the relevance of these methods depends on if they take into account authentic communicative factors. For hermeneutic understanding, these are universal factors of contradictions in the communicative situation due to the doubling of mismatched expectations and ideas among partners: on the one hand, about the subject and their linguistic representations; on the other hand, about each other and how each portrays themself. For phenomenological immersion in directly conscious experiences, this is a communicative moment of meeting with the other, the unknown, which gives rise to an ambivalent stress-transformation. It is they who actualize the intuitive-creative cycle of peak experiences: catharsis - imprinting -ecstasy - insight. Content analysis takes into account specific communicative contexts, but needs psychosemantic contextual markers. We created “Communicative psychosemantics” to integrate all high-quality meaning-oriented research methods based on the sociability of the mental and spiritual life of a person in line with the structural-dynamic model of the cognitive-noetic potential of personality development. The intentional dynamic vector of the model is presented as a cumulative cycle of integration of qualitative psychological modalities: motivation - perception - imagination - emotion. The transcendental structural-level vector of communicative psychosemantics is represented by holarchic levels: value-semantic formations - problematic conceptual target solutions - constructive compositional objectivism -archetypal symbolic expressive incarnations. This structural-dynamic model of communicative psychosemantics is translated into an equivalent model of 16 basic positional strategies of the educational process, focused on the cognitive-noetic development of a person's professional and personal potential.