THE PRINCIPLE OF UNITY OF SENSUALLY-EMPIRICAL AND CONCEPTUAL COGNITION AS A MEANS OF DEVELOPMENT CREATIVITY OF TEACHERS AND STUDENTS

Abstract

The article proves that the unity of sensory-empirical and conceptual knowledge, expressed in their interpenetration into each other, is the most important means of developing the creativity of teachers and students. Sensory cognition in the broad sense of the word is understood as sensory (sensitive) cognition in the form of sensations, perceptions and representations and sensory-emotional. The opposite of sensory cognition is rational cognition, which in thinking reflects what is given in sensory cognition. If sensory images are verbalized at an ordinary level, then there is a rational everyday consciousness, if on the basis of certain theoretical concepts, then there is empirical knowledge. The opposite of sensory-empirical cognition is conceptual cognition in the form of a unity of theoretical, normative-evaluative and project cognition. In the pedagogical literature, the term “sensory-empirical knowledge” is not used. Instead, the term “visualization” is used, which is identical to the term “sensory cognition”. But in the pedagogical process empirical knowledge is also used as a visualization. Therefore, the basis for clarity is the last. Visibility in educational activities provides: 1) students’ understanding of the meaning of abstract knowledge; 2) their understanding of the personal meaning of scientific knowledge; 3) the formation of skills to use scientific knowledge as methods of their activities; 4) control by teachers and students of the degree of assimilation of conceptual knowledge and the ability to use them; 5) and most importantly – the development of the creativity of teachers and students. If the knowledge acquired by students meets these requirements, then it is “living knowledge”, if it does not correspond, then it is “dead knowledge”. In the scientific activities of teachers and students, the development of creativity is ensured primarily by the unity of empirical and theoretical knowledge, as well as by the unity of sensory-empirical, evaluative and project knowledge when assessing scientific activity and developing recommendations for practice. In university practice, the development of students’ creativity is ensured by diagnosing the “place” of practice by the student, developing a project of the labor process and implementing it through self-government on the basis of the project.