Abstract
From analogue as philosophical and logical and gnoseological essence up to its essence and structure as a method and result of the scientific and educational cognition that identifies the interactions of different systems, phenomena, objects. This is the conception idea and the intention of the author to open the leading gnoseological role and the place of analogy among other prognostic methods of experimental pedagogy and psychology. Analogy as the general scientific method under the certain conditions is able to interfere in the well-organized heuristic activity such methods as modelling, thoughtful experiment, retrospection, intuition and others. This is a topic of out discussion in the article.
Highlights
In the theory of education and studying, many scientists consider differently the definition of the essence and classification of ‘analogy’ as the multi-limited, multi-sided and feature-rich phenomena
The significant role of the analogue in the cognition the famous scientist in nature Denis Diderot foud out: « In physics all our knowlegde are based on tht analogy; even if the similarity of results had given us the rights to make a conclusion about their equality, their reasons that what would it have happened? (Didro, 1939)
Before the discovering the inferences by analogy, we define that its theoretical development closely connects with two conditions: striving for improving the method of analogy and increasing the adequacy of conclusions
Summary
In the theory of education and studying, many scientists consider differently the definition of the essence and classification of ‘analogy’ as the multi-limited, multi-sided and feature-rich phenomena. We will try to find an answer to this question within our scientific and professional interest. It is occurred, that the results of using the analogue as the method of our cognition are the most significant in physics. The significant role of the analogue in the cognition the famous scientist in nature Denis Diderot foud out: « In physics all our knowlegde are based on tht analogy; even if the similarity of results had given us the rights to make a conclusion about their equality, their reasons that what would it have happened? With the help of analogue on the phisical matherial there is an opportunity to condut an investigation by students or a teacher individually in the laboratory, and and to reveal connectors between the reason and result of the phenomena that are objects of their attention
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