Abstract
Knowledge representation is a fundamental question in philosophy, pedagogy, linguistics, psychology and artificial intelligence. This paper examines the achievements in the field of creating knowledge-based systems that exist in Russian and European practice. We employed the methods of cross cultural content analysis and meta analysis to analyze various sources of information, to interpret definitions, and to increase the validity of the conclusions. The following problems are highlighted: the definition of knowledge and its types; the interplay between knowledge itself, its representation, and the physical world; approaches to knowledge representation; representation schemas for procedural and declarative knowledge types. The findings of the research illustrate that in Russian science, the problem of knowledge representation is associated with the problem of knowledge as such and its representation in our psyche, in contrast to European practice where the problem is considered to be purely applied. Theoretical contributions and practical implications discussed in the paper contribute to the problem of knowledge representation and prove the efficiency of combination of both discussed approaches.
Highlights
The new realities of the socio-economic situation of human existence require the entire education system restructuring
The importance of the cognitive model is great as the knowledge representation must be effective at representing the inquirer’s knowledge, rather than describing the information itself
The methods of construction and the forms of knowledge representation developed in pedagogy, cognitive science, psychology, linguistics, philosophy, computer science and artificial intelligence can significantly increase the efficiency of cognitive processes interpretation, and bring them to the level of innovative intellectual technologies
Summary
The new realities of the socio-economic situation of human existence require the entire education system restructuring. The current challenges to the professional training of personnel for the future are associated with the increased requirements to their competence, that is, to the volume of knowledge and the ability to effectively apply it on the basis of processing and adaptation in accordance with the specified conditions. This task explains the basic contradiction of the modern educational system between the constantly increasing volume of knowledge and the traditionally limited time provided for its assimilation. The content of the term “knowledge representation” in the Russian tradition continues to cover both theoretical and practical aspects; in European science, on the contrary, practical aspects prevail
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