Reproductive and productive approaches to knowledge and its assimilation in the process of studying at the university

S. P. Kushnarenko

doi:10.20913/2618-7515-2023-3-4

Reproductive and productive approaches to knowledge and its assimilation in the process of studying at the university

S. P. Kushnarenko

https://doi.org/10.20913/2618-7515-2023-3-4

Full Text:

Abstract

Introduction. The article shows that the attitude to reproductive assimilation of knowledge, which is often used in education (both at school and at university, although to a lesser extent in the latter), is in principle erroneous, since it is associated with a misconception about the very essence of knowledge. In this case, the thought is directed not at the truth, but at the product of the process of cognition carried out earlier by someone else. Purpose setting. The problem lies in the contradiction between the idea that knowledge is separable from personality, and the fact that truth is comprehended only in the direct experience of personality. Methodology and methods of the study. The phenomenological method is used (to clarify the essence of knowledge as a phenomenon), hermeneutical (to identify the existential source of the phenomenon of knowledge itself), the method of ascent from the abstract to the concrete (when considering the problem of the correlation of historical and logical in cognition). Results. It is shown that the personal principle cannot be removed from the cognitive act, since for the thinker the truth appears only as a form of self-realization of his being. Therefore, a work of culture created by a thinker (text, treatise, etc.) does not act as a means of storing knowledge (from where they could be extracted and made the property of one's own thought), but plays the role of a tool with which the author of this work carried out the act of establishing a direct connection with the true essence of the thing or phenomenon he comprehends. Conclusion. So, the use of reproductive methods in teaching leads not only to the impossibility of educating creators, but even consumers, since in this case the student is not able to fully assimilate the existing knowledge in order to use it effectively.

Keywords

truth, cognition, knowledge, personality, tool, direct experience, productive, reproductive,

About the Author

S. P. Kushnarenko

Novosibirsk State Agrarian University
Russian Federation

Sergey P. Kushnarenko – Candidate of Philosophical Sciences, Associate Professor, Associate Professor of the Department of History and Philosophy

160 Dobrolyubova Str., Novosibirsk, 630039

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Supplementary files

For citation: Kushnarenko S.P. Reproductive and productive approaches to knowledge and its assimilation in the process of studying at the university. Professional education in the modern world. 2023;13(3):442-449. https://doi.org/10.20913/2618-7515-2023-3-4

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