The successes of modern natural science.

1

1. Zapevalina O.V. Formation of media culture in the information society // Bulletin of the Buryat State University. Series: Pedagogy. - 2011. - No. 1. - P. 45–50.

2. Savchuk N.V. Environmental education: world, all-Russian and regional experience // News of the Irkutsk State University. Series: Political Science. Religious studies. - 2009. - No. 1. - P. 84–90.

3. Chelysheva, I.V. Media education movement in Russia at the present stage (1992-2005) // Media education. - 2005. - No. 5. - P. 4–32.

4. Yakushina, E.V. Methodology for teaching schoolchildren to work with information resources based on the current model of the Internet: author. dis. ... Cand. ped. sciences. - M., 2002 .-- 18 p.

5. Calvert, S. (1999). Children’sJourneysthroughtheInformationage. - NewYork: McGraw-Hill.

In a modern, information society, a person needs to learn all his life. In the era of the "knowledge economy" and innovation, the need to "obtain" knowledge is understandable. Many researchers raise issues related to environmental education in their works. Savchuk. ... The formation of media culture in the information society is one of the priority directions higher and high school... In order for the education process to become more mobile, more informational, more versatile, one cannot do without modern educational technologies.

The possibilities of the 21st century in the field of education and training through the mass media and, in particular, the Internet, are constantly expanding. The modern world cannot be imagined without information technologies such as digital television, Internet, multimedia, DVD, global computer networks. The Internet has opened up new opportunities for communication. People communicate via Skype, being in different parts of the world Video conferencing, chats and forums, the latest advances in modern technology. Search engines, various websites are available within seconds. Any information is available as soon as you touch the keyboard. Without leaving your home, you can travel to different countries, getting acquainted with the history and culture of this or that country. Rare books, exhibition halls, famous works of art are at your disposal thanks to the worldwide network. Modern technologies create real conditions for self-education throughout life, increasing knowledge, increasing self-esteem. Sharing thoughts and information, discussing certain issues, a person learns to think critically and independently, develops his creative abilities.

Globalization and informatization of society are important indicators of the 21st century. The information space today is not like the one in which a person lived in the 70-80s. All this is happening due to the rapid development of information technologies that penetrate deeply into the minds of people. The sociocultural environment in which a person develops changes the person himself and at the same time changes herself.

The Internet is a fundamentally new means of mass communication with access to an unlimited amount of information. The Internet allows you to combine text, image and sound at the same time. Thanks to new information technologies, it has become possible new form transmission and perception of data. Working with new technologies helps to cope with special rhythm and dynamics Everyday life person. The Internet is turning into an educational information system. Instead of a verbal way of comprehending the world, characteristic of all mankind, audiovisual knowledge begins to assert itself.

Many educators, psychologists, critics, journalists talk about the emergence of a number of problems that are associated with a change in media priorities. Since the inception of book printing, the main source of information has become printed editions(newspapers, magazines, books). Today, these traditional sources of information are being actively replaced by new information sources. The traditional printed text model is being replaced by electronic media texts, thanks to the Internet. This process of communication of young people with media texts will, in our opinion, develop and deepen further. This is also required by the current state of the informatized society.

With regard to the educational benefits of new media technologies, now, through the use of new media, students have the opportunity to become more deeply involved in the learning process. S. Calvert studied the prospects for the development of technology and made a list of characteristics of new information technologies, which, in his opinion, should benefit children. Thanks to new information technologies of teaching, both the educational process itself and the role of the teacher are changing.

The role of the teacher is changing significantly. He becomes a consultant, guide, co-author of the student. A modern teacher must be proficient in modern information technology, be able to direct the student's "wandering thought" in the right direction, teach the student to critically evaluate information received from various Internet sources, teach the student to analyze information and use it correctly.

The role of the student also changes in the educational process. He is not a passive observer and listener. He is an active participant in lectures and seminars and it seems to us that he has a leading role, since a student comes to classes with his knowledge obtained from Internet sources, he tries to find the truth in an argument with the teacher, arguing his statements with evidence from information sources.

One cannot but agree that the amount of information posted on the Internet is huge. But it cannot be argued that all this information is scientifically proven. Each source of information has its own purpose and audience, which will perceive this information. Therefore, as mentioned above, the teacher does not dictate the correct solution to a particular problem, but tries to lead the student to this solution, who will see correct and incorrect judgments.

The use of the Internet in education is associated with the acquisition of new opportunities for self-education, raising the level and quality of their general and professional education, self-actualization.

The widespread use of the Internet rationalizes human activities, expands access to information, promotes the rapid growth of the competence of specialists, and allows achieving numerous positive economic effects.

The possibilities of using new information technologies in education are extremely wide, since with their help the visibility of the studied subject sharply increases, the information base expands, the game moment develops, thanks to which it is possible to consider various options for the behavior of the studied subject. As rightly noted by I.V. Chelysheva, thanks to modern technological processes, a person, using the advantages of the "web of the network", can realize their creative ideas and plans. With the help of computer games, memory, logic, and attention are developed.

Working on computers and using the means of global communications can help students to live and work harmoniously in the information society, to learn deeper and more diversely the world and develop your intellectual potential more effectively.

In connection with the use of new Internet technologies, it is possible to revise and change the goals, content of training, the role of integrated knowledge is increasing. In the light of recent studies, we agree with the opinion of E.V. Yakushina that new conditions for organizing classes will be required

New media technologies are already proving their exceptional value and usefulness, especially for educational purposes in many industries. The computer has already become the centerpiece modern education... The simplicity and accessibility of electronic means of communication allows students from remote corners of the world to receive information that was previously inaccessible to them.

The 1990s saw a significant increase in the use of new communication technologies in colleges and universities. More and more educators are using e-mail, the World Wide Web (Internet) and multimedia in their courses.

The introduction of new technologies has brought many changes to the traditional educational model of communication between teachers and students. Perfect mastery of new technologies has become an essential part of university and postgraduate education in specializations. To prepare their students for today's environment, educators must keep up with recent advances in the field of media. Both in the field of communications and in other industries, distance education has become increasingly widespread in recent years. It allows and sometimes forces teachers to use new technologies. Interactive learning at a distance is becoming available to many. It offers practical advantages such as reduced travel costs, the ability to teach more students than a regular classroom could accommodate, etc. ...

Success in the informatization of society largely depends on how the preparation of all its members for the use of information and communication technologies in professional activities is carried out.

Bibliographic reference

Grin N.V. INTERNET AS A LEARNING TOOL // Successes modern natural science... - 2013. - No. 5. - S. 59-61;
URL: http://natural-sciences.ru/ru/article/view?id=31672 (date accessed: 03/27/2019). We bring to your attention the journals published by the "Academy of Natural Sciences"

Key concepts

KNOWLEDGE AND UNDERSTANDING AS A FORM OF HUMAN LIFE

1. The essence and ways of knowing the world.

2. Knowledge as a result of the cognitive activity of people. The problem of truth

3. Methods, forms and procedures of scientific knowledge.

4. Explanation, understanding and interpretation.

Cognition- the process of selectively active reflection by the subject of the object under study͵ focused on the achievement of knowledge as its practically justified result.

Reflection- a property of matter, consisting in the reproduction in the internal state of an object of the qualitative and quantitative characteristics of another object affecting the given one.

Knowledge- the subject's conviction in the truth of the judgment, based on sufficient objective validity (proof).

True- objective correspondence of the content of thought to reality, substantiated by sufficient evidence of this correspondence.

The truth- a property of truth, consisting in the correspondence of the content of forms of human cognition to reality.

Delusion- an objective discrepancy between the content of thought and reality, substantiated by sufficient evidence of this discrepancy.

Plausibility- the conviction of the subject in the truth of the statement, not based on sufficient grounds.

Explanation- disclosure of the essence of an object͵ carried out by clarifying the laws of its existence and development, taking into account the conditions for the implementation of these laws in the studied reality.

Understanding- assimilation by the subject of new information, its integration into the system of his knowledge.

Interpretation- the operation of thinking, consisting in giving meaning to any manifestations of a person's spiritual activity, objectified in a sign or sensually visual form

Intuition- direct comprehension of the truth without preliminary logical reasoning.

Comprehension of the essence, possibilities and methods of human cognition is one of the most important tasks of philosophy. She has attracted the attention of scientists since ancient times. The approaches to its solution reflected: the real difficulties of the cognition process (limited knowledge, absolutization of certain aspects of cognition); peculiarities different stages development of science; certain interests of certain social forces.

Ancient greek philosopher Democritus represented cognition as perception human feelings material casts from objects continuously emitted in all directions of space. Plato believed that cognition is the soul's recollection of the full knowledge that it possessed before coming to our world, before waking up in the bodily shell. Antique skeptic Diogenes expressed doubts about the very possibility of achieving knowledge about the world, referring to the fact that a person's feelings, his mind can be wrong and there is no reliable way to test them. Passion for mathematics in modern times led to the understanding of knowledge as only a logical process ( Descartes , Spinoza , Leibniz ). Supporters of empirical knowledge (Bacon, Locke) believed that the only source of knowledge is the sensations obtained as a result of experience (empiricism). Such a separation of experimental knowledge from theoretical knowledge led to the emergence of agnosticism, i.e., philosophical denial of the possibility of correct knowledge of the world ( Hume , Kant ). Great German philosopher Hegel connected cognition with the comprehension of the Absolute Idea, originally embedded in all things and phenomena of reality. Feuerbach identified knowledge with contemplation, represented it in the form of a cast of reality.

As a result of philosophical discussions, a number of approaches to the understanding of knowledge that are of great general scientific importance have emerged. Among them, above all, should be attributed:

1. Comprehension of the essence of knowledge based on the principle of reflection. By reflection in philosophy, it is customary to understand the reproduction in the internal state of an object of the characteristics of another object͵ affecting the given one. Reflection works in both living and inanimate nature. There are the following main forms of reflection:

elementary, carried out on the basis of mechanical, physical and chemical processes (for example, the reflection of a footprint in the sand; reproduction by a piece of clay of the shape of a hand that squeezed it);

irritability, associated with the manifestations of life in its simple forms at the level of unicellular and plants (for example, the folding of their petals by flowers at the onset of darkness);

psychic reflection that arises with the appearance of the central nervous system (for example, feeling, perception of a person);

thinking, which is a purposeful process of cognition of reality. A person, through his senses and thinking, reflects phenomena and processes outside world, which is manifested: in the development of knowledge, the content of which depends on the content of reality itself, as well as in a certain change in the internal state of the person himself (his mood, world perception, etc.).

2. The idea of ​​the dialectical relationship between the subject and the object of knowledge.Object cognition is the reality itself or its fragment, which are subjected to research. By the subject knowledge is a person, a group (community) of people, as well as all of humanity in its historical development... The approach to the subject of cognition as humanity emphasizes the generality of this process, and the isolation of the individual as a subject allows us to understand the uniqueness of the real process of cognition.

The relationship between the subject and the object of cognition is as follows: the subject does not exist without the object, but the object does not exist without the subject; in the process of activity, the subject is enriched with knowledge about the object and gets the opportunity to exert an active influence on the object; the object determines the nature of the subject's cognitive attitude directed at it and finds an appropriate reflection in the subject (informational, evaluative, etc.).

Determination of the subject's cognitive attitude towards it by the object is manifested in the appropriate ways, forms and methods of cognition. Their nature differs depending on the object of research. So, for example, there is a clearly expressed specificity of cognition focused on social facilities, versus cognition natural sites... In social cognition, the influence of the subjective preferences of scientists (ideological, national, class, etc.) sharply increases. At the same time, the methods of cognition applicable to some objects turn out to be inapplicable to others (for example, a person can be studied by clarifying his goals and intentions, but this method is not applicable to nature).

In the modern theory of knowledge, it is customary to distinguish between the object and the subject of knowledge. The subject of cognition is a specific aspect of the object͵ to which the attention of scientists is directed. For example, the development of human society is an object of study of such sciences as history, sociology, economics, etc. Moreover, each of them has its own subject of study: history studies the development of society in its factual specifics, sociology reveals patterns social process, economics focuses on the economic aspect of the social movement.

3. Understanding of cognition as a socially-mediated, historically developing relationship of a person to the world. Cognition is the spiritual side practical activities person. It proceeds within the framework of the system "man - the world around" and is: comprehension of the essence and specifics of the object of activity; development of goals, methods and means of activity; modeling of possible results and consequences of activities.

Cognition is a social process. Although it is carried out through the active activity of individual people, each person at the same time relies on a collectively developed system of knowledge. The process of cognition is possible only with the help of language as the most important property of the culture of society. In cognitive activity, language acts as a tool for transmitting information and accumulating knowledge.

Living in a society, a person experiences the influence of a complex system of social ties and relations in which he is involved - political, ideological, economic, religious, etc. This gives rise to his biased (evaluative) attitude towards the cognized. As a result, the same phenomena by different people an absolutely opposite assessment can be given, reflecting the positions of various social strata of society. For example, in the modern political life of Russia, private ownership of land is estimated by one social groups as evil, and by others as good.

4. Consideration of practice as the basis and purpose of knowledge. Cognition is not a simple contemplation, but an active relationship of a person to the world. Humanity learns not for the sake of knowledge in itself, but for the sake of a conscious practical transformation of reality.

Practice acts in the process of cognition as:

The source of knowledge. It provides a connection between the cognizing subject and certain natural and social phenomena; enriches knowledge with factual material; poses problems that act as a powerful impetus for the development of knowledge.

The basis of knowledge. The desire for knowledge arises along with the development of a person's practical abilities. His vital activity requires knowledge of all areas of reality, which in the process of practical activity he changes and transforms in his interests. The development of practice determines the level of development of scientific research tools (instruments, methods of scientific knowledge).

The driving force of cognition. The practical need is the main driving force knowledge, this finds its expression in the social order for certain types of scientific research, in their funding, in the focus on this subject many scientists and research teams.

The purpose of knowledge. Knowledge (as a result of the process of cognition) is needed by people not to satisfy simple curiosity, but in order to be guided by them in practical activity.

The criterion of truth. Practice acts as a peculiar form of connection between cognition and objective reality. The only possible way to test the truth of our knowledge is to "correlate" thought with the subject of cognition, which is achievable only within the framework of practical activity ( the best way proof of the truth of the theory is its successful implementation in practice).

Based on these approaches, the following definition can be formulated.

Cognition is a process of selectively active reflection by the subject of the object under study͵ focused on the achievement of knowledge as its practically justified result.

There are different types of cognition:

1. Subjective cognition inseparable from the individual subject (his perception, representation), and objectified cognition giving knowledge ĸᴏᴛᴏᴩᴏᴇ received an existence independent of its subject (for example, scientific texts, practical research results).

2. Ordinary knowledge based on common sense and aimed at guiding the daily behavior of people. It reveals the simplest connections and relationships of the world around a person. For example: if swallows fly low above the ground, it will rain; if you touch a bare electrical wire, you can shock, etc. This form of cognition includes not only the simplest knowledge about the world, but also beliefs, ideals of a person, elements of scientific knowledge, as well as prejudices, beliefs, mysticism, etc. The process of development of ordinary knowledge is characterized by spontaneity and unsystematicity.

3. Mythological knowledge, representing an emotional-figurative perception of the world, based on attaching to people, phenomena and processes of unusual meaning. For mythological cognition, it is characteristic: the attribution of human qualities to the forces of the external nature; reducing the explanation of phenomena to a story about their origin; mental modeling of the ideal state of the myth object (characteristics of its heroes, relationships between people or between natural phenomena, a qualitative assessment of the life of society).

Mythological knowledge presupposes belief in the truth of the described phenomena. With the loss of this faith, the myth turns into a kind of fairy tale, legend, tradition, etc. The mythological way of thinking is characteristic not only of ancient legends, it manifests itself in numerous social myths. The latter include the myth about the possibility of building communism in the USSR by 1980, which expressed the ancient dream of mankind about a society of universal equality and social justice. Examples of social mythological thinking are the personality cult of Stalin; claims of the German fascists for racial superiority; appeals to Russian voters to vote not with their minds, but with their hearts during the election campaign of President Yeltsin.

4. Religious cognition, which consists in comprehending the world around us through the prism of ideas about the supernatural, by which it is customary to understand everything that fundamentally does not obey objective natural laws (people's ideas about gods, spirits, witchcraft, etc.). Religious knowledge is based on absolute belief in the truth of the fundamental dogmas of religion. It forms a religious picture of the world, which has a tremendous impact on the worldview of people and the spiritual culture of mankind. In addition to ideas about the supernatural, religious knowledge absorbs the most important elements of the spiritual experience of mankind, general cultural values, mastering which a person learns the world. An example of this is the fixation in all world religions of universal human moral requirements prohibiting murder, theft, etc.

5. Artistic cognition, expressing the aesthetic attitude of a person to the world. It is based on the knowledge of phenomena through a rich system of images. Artistic cognition is carried out with the help of such concepts as beautiful and ugly, sublime and base, comic and tragic, etc.

6. Scientific knowledge , associated with the understanding of facts in the system of concepts and laws of a particular science (scientific knowledge is divided into two basic types: natural science and social science). Scientific knowledge has two levels:

1) empirical, associated with the acquisition of knowledge, mainly from experience (observations, experiments), based on these experimental data, generalizations are made, hypotheses are put forward;

2) theoretical, characterized by a higher degree of generalization, abstractness and depth of penetration into the essence of the object. These levels are interconnected: empirical knowledge is based on previous theoretical knowledge, ĸᴏᴛᴏᴩᴏᴇ determines the directions and methods of its research; theoretical knowledge uses data obtained at the empirical level.

Cognition occurs as a transition from fixing the external, surface properties and relations of a phenomenon to the disclosure of its internal, essential connections. This is reflected in the unity of sensory and rational knowledge.

In philosophy, there are directions that absolutize either sensory or rational knowledge. These include: sensationalism who seeks to derive the entire content of cognition from the activity of the sense organs (Hobbes, Locke, Feuerbach, Berkeley, Hume); empiricism who recognizes sensory experience as the only source of reliable knowledge (Bacon, Hobbes, Locke, Berkeley, Hume); rationalism , who considers reason to be the basis of knowledge (Descartes, Spinoza, Leibniz).

Sensory cognition arises earlier than rational and turns out to be more effective at initial stages human life. It is carried out in three basic forms: sensation, perception and presentation.

Feel- these are the simplest sensory images reflecting in consciousness individual qualities and properties of an object (color, smell, sound, volume, hardness, etc.). Οʜᴎ arise as a result of the direct impact of the object on our senses.

Perception is a holistic sensory image of an object covering the totality of its properties. Moreover, these properties are not simply summed up, but, as it were, are superimposed on each other, mutually enriched. Not only sensations, but also memory, thinking, and human experience take part in the emergence of perception. An example of this is the perception of a work of fine art, ĸᴏᴛᴏᴩᴏᴇ is not reduced to a set of colors and lines, but expresses a certain mood, feeling, worldview.

Representation- this is a holistic image of the displayed object͵ existing and without its direct impact on our senses. The representations that human consciousness operates are not limited to the reproduction of what was previously perceived. A person can combine his perceptions and create new images (for example, the mental combination of images of a person and a horse is expressed in the idea of ​​a centaur). The highest form of performance is creative imagination and fantasy.

Rational cognition focuses on the disclosure of the essence of objects. Its features:

1) generalized reflection of reality;

2) a distraction from the irrelevant in the subject;

3) mediated character (since only sensory cognition directly reflects the world). Rational cognition is carried out in three basic forms: judgment, concept, judgment and inference.

Concept is a form of thinking that reflects the general, essential and necessary properties of an object. Any process of cognition - both ordinary and scientific - is carried out with the help of concepts that serve as the basis of thinking. The concepts differ in complexity, depth of generalization, degree of abstraction. Any person operates with his consciousness with such concepts as house, animal, city, child, etc. An example of complex, scientific concepts are the concepts of matter, consciousness, truth, society, etc. Due to the presence in concepts of a common characteristic of many objects , people are able to understand each other and transfer knowledge about the world.

Judgment is a form of thinking in which, through the connection of concepts, something is affirmed or denied. For example, the judgment “this rose is red” connects two concepts: “rose” (as a single object) and “red” (characterizing a certain color). Judgments reveal the relations of the real world, which in the concept are in a "hidden" form. But they also have a certain epistemological limitation, which consists in the "identification" of unequal concepts. So, in our example, the concept of "rose" is associated with the concept of "red", which undoubtedly gives a cognitive effect, but does not directly reflect the possibility of a rose having other shades of color.

Inference is a form of thinking in which a new judgment is derived from two or more judgments, which was not contained in the previously known ones. For example, on the basis of the two judgments “all metals are electrically conductive” and “copper is a metal”, it can be inferred that copper has the property of electrical conductivity. Inference establishes a connection between judgments, which contributes to obtaining deeper and more complete knowledge.

In the process of cognition, the sensual and the rational are in an indissoluble unity. This is manifested in the fact that both of these levels complement and mutually enrich each other, they represent a single process of deepening knowledge from phenomenon to essence. The constantly reproducing contradiction between sensory and rational knowledge is an important factor in the development of knowledge.

One of the manifestations of the unity of the sensual and rational in knowledge is intuition ... The essence of intuition consists in the direct comprehension of the truth without preliminary logical reasoning. The process of cognition is not always carried out in a logically expanded form, with an appropriate system of evidence. Intuition is based on the unconscious implementation of certain mental operations by a person and direct awareness of only their result. For example, a chess player, choosing a variant of a combination game, can rely on his intuition based on accumulated experience, and not formulate logical grounds for one or another choice. Intuition manifests itself when the doctor makes a diagnosis of the disease, when the court establishes the guilt or innocence of the accused, when the commander evaluates the difficult situation of the battle, etc.

But intuition is not a special form of cognition, carried out outside of sensations, ideas and thinking. It is based on the experience of a person, his knowledge, perception of cognized phenomena. Intuition is enough to discover truth, but not enough to convince others and even yourself. This requires proof.

2 Knowledge as a result of the cognitive activity of people. The problem of truth

The result of the cognition process is the acquisition of knowledge. Knowledge is of great value in itself, since through it a person satisfies his cognitive need. But the value of knowledge is not only in itself, it is extremely important for people for practical life.

In the process of its formation, knowledge goes through three basic stages:

First stage characterized by by faith ... The concept of "faith" is taken not in a religious, but in a cognitive sense. It denotes a person's conviction of the truth of a statement, not based on any evidence. If any evidence appears, cognition proceeds to the next stage - the stage of opinion. Faith can be based on both subjective and intersubjective attitudes. The first are related to the individual preferences and personal interests of the subject. The second - with general acceptance, authority, which reflects the relevant requirements and standards adopted by society at a certain stage. Intersubjectivity, in this case, means independence from the individual human consciousness, but dependence on the group or public. For example, the laws of the state bear a certain imprint of the consciousness of those people who develop and adopt them, but when they come into force, they become independent of the consciousness of each individual citizen, including their developers.

The concept of "faith" has two main meanings: a specific attitude to judgment and judgment itself, not based on objective validity.

Second phase associated with opinion In contrast to faith, in the formation of an opinion, the subjective attitude ceases to play a decisive role, and evidence gains the main importance. An opinion is a specific judgment, the peculiarity of which is insufficient objective substantiation. Given the dependence on an increase in the validity of an opinion, it becomes more and more plausible, and vice versa. Thereby, plausibility reveals the degree of truthfulness of the opinion. Of particular importance in relation to opinion is acquiring doubt, manifested as a critical attitude to opinion, an assessment of its credibility. Doubt presupposes the ability of a person to rise above his own opinion, objectively assess its validity and, if the arguments supporting a different opinion are stronger, change his own opinion or even admit that he is wrong.

Third stage is actually knowledge ... It is characterized by sufficient evidence of judgment. In everyday speech, the concept of "knowledge" is often interpreted very broadly, as the possession of any information, including unverified information. This is manifested in such internally contradictory phrases as "reliable knowledge" and "false knowledge". Moreover, if the first phrase is incorrect due to its tautology, the second is due to the unification of incompatible, mutually exclusive concepts. Indeed, false, deliberately distorted information about an object cannot be regarded as knowledge of this object on the contrary, it produces a state of ignorance in the subject and acts as a fixation of such a state.

The concept of "knowledge" acts as a concretization of the broader concept of "information". This concretization proceeds according to two main parameters: the concept of “knowledge” is related to information of a reliable nature, and it indicates the possession of this information by the cognizing subject. For this reason, in the strict scientific sense, knowledge means the belief of the subject in the truth of the judgment, based on sufficient evidence, and in this sense, the concept of "knowledge" is identical to the concept of "relative truth".

What is truth?

Since ancient times, philosophy has developed an understanding of the truth, which has received the name classic ... Its essence can be expressed in the following formulation: truth is the correspondence of thought to reality. Even in antiquity, three main problems arose before the classical concept of truth:

1. The problem associated with the emergence of paradoxes of a liar, the essence of which can be expressed in the following logically complete formulation: what I am saying now is a lie; if this is really so, then I am speaking the truth; but if I call the truth a lie, then I lie, and if I call a lie a lie, then I speak the truth. A closed logical circle arises in which one and the same statement turns out to be both true and false at the same time.

2. The problem of the nature of the correspondence between thought and reality. There are various approaches to understanding the concept of "correspondence", interpreting it as identity, copy, image, symbol (hieroglyph) of reality. But there is a huge epistemological difference between identity and symbol.

3. The problem of the criterion of truth, formulated in antiquity by Sextus Empiricus: in order to prove the truth of judgments, a criterion is needed, but it, in turn, must be proved on the basis of another criterion, which for its proof needs a third criterion, etc. ...

Three main directions in the understanding of truth originate from the classical concept of truth:

1) theological interpretation of truth;

2) the dialectical-materialistic concept of truth;

3) the concept of formalization and logic of truth.

The theological interpretation of truth found its theoretical formulation in the works of F. Aquinas, who put forward the doctrine of three truths: ontological truth, which consists in the fact that a thing corresponds to the intellect (God); logical truth, manifested in the fact that the intellect (of a person) corresponds to a thing; truth in general, revealed in accordance with the intellect and the thing. Ontological truth is declared to be the main, logical - derived from it, and truth in general - derived from ontological and logical.

The dialectical-materialist concept of truth was formulated in the works of the classics of Marxist philosophy - K. Marx, F. Engels, V.I. Lenin, who supplemented the classical understanding of truth with two essential parameters: development and objectivity. In accordance with the first parameter, truth began to be viewed as a process of the development of our knowledge based on the dialectical relationship between absolute and relative truth. The second parameter was realized in the concretization of the type of reality with which our thoughts relate - objective reality.

This interpretation of the objectivity of truth, although it eliminated the possibility of the liar's paradoxes, gave rise to another problem - the impossibility of determining the truth of judgments of the type: “A person had such a dream” or “I imagine it as follows ...” with objective, but with subjective reality. This sharply limited the possibilities of scientific substantiation in a number of sciences related to taking into account the subjective aspects of human activity (such as, for example, psychology, history, etc.).

The development of the direction of formalization and logic of truth led to the emergence of the so-called alternative (in relation to the classical) understanding of truth. These include:

1. Correspondence theory dating back to Kant's formal understanding of truth. In accordance with this theory, truth is considered as the consistency of thought with some ideal principles (for example, the laws of logic, linguistic rules, etc.). The modern exponents of this theory are Russell and Wittgenstein. Wittgenstein, putting forward a linguistic understanding of truth, distinguishes between the truth of basic and derived sentences. He believes that the truth of basic sentences depends on their relationship to a certain circumstance, and the truth of other sentences depends on their syntactic relationship to basic ones.

2. Coherent theory of truth linking truth with self-consistency, consistency of knowledge. In accordance with it, new information consistent with the existing system of knowledge is true. This theory also goes back to the ideas of Kant͵ and its modern representatives are Carnap and Neurath.

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THE BASES COMMUNICATIONS Concept " communication "has many meanings and interpretations. The word" communication » – comes from the Latin word communico, which means "make it common, connect, communicate." The closest to it in meaning is the Russian word "communication". From the word “ communication "There are words such as" sociability "(ability to communicate, sociability)," sociable "(sociable) person, as well as" communicative "(referring to communications ; e.g. communicative ...

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Written colloquial speech in online communication

expanding the scope of modern means communications : Of the Internet , cellular and satellite communications. Today we can talk about that Internet it has not so much an information function as a communicative one. This special, virtual, type communications lies outside the temporal and spatial framework and is one of the characteristic features virtual space, which is a simulation of real objects, actions, relationships and institutional forms ... In view of the prevalence of this ...

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social communication. answers to exam questions

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Internet as a means of mass communication

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Communications

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Specificity of Internet communication

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Impact of the Internet on communicative development teen personality

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7410 Words | 30 p.

Online journalism genre profiles

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2899 Words | 12 p.

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2202 Words | 9 P.

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4557 Words | 19 p.

Non-traditional forms of teaching foreign language.

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5420 Words | 22 p.

Internet addiction as a psychological problem

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7663 Words | 31 p.

Non-traditional forms of lesson and extracurricular activities as a means of forming socio-cultural competence in students

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11471 Words | 46 P.

electronic communications

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3828 Words | 16 p.

Intercultural communication

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1875 Words | 8 p.

Introduction to Communication Theory

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2439 Words | 10 p.

Styles of mass communication. Radio language. TV speech

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798 Words | 4 p.

Virtualization of the modern world

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7997 Words | 32 P.

The impact of globalization processes on mass communications

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Mass communication

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2861 Words | 12 p.

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8277 Words | 34 p.

Techniques and techniques for manipulating the Internet

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6056 Words | 25 p.

Audio communication through Japanese music

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The nature of mass communication

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867 Words | 4 p.

The role of language in the process of cognition

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The role of the Internet in youth leisure communication

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8275 Words | 34 p.

The influence of the Internet on the socialization of a person

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9619 Words | 39 P.

Sociology of Mass Communication

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6353 Words | 26 p.

How the Internet affects our language

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2049 Words | 9 P.

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7134 Words | 29 p.

Mass media as a reflection of public life

"Mass communications as a reflection of public life "Course work in the discipline" Mass communications and media planning "Completed: student of group 47 Efremova V.N. Scientific adviser: Candidate of Philological Sciences, Associate Professor Speshilova A.Yu. Tver, 2012 Table of contents Introduction ……………………………………………………………………… ... 3 Chapter 1. Bulk communication ………………………………………………5 1...

11. The concept of "two truths" in Arab-Muslim philosophy of the Middle Ages.

12. The status of alchemy in medieval culture.

13. Humanistic ideals of the philosophical thought of the Renaissance and the phenomenon of individualism.

14. The principle of the autonomy of reason and the tradition of rationalism in the philosophy of modern times.

15. Philosophical Foundations of Discussions about Democracy in Social Thought of the Enlightenment.

16. The idea of ​​progress and the problem of the laws of the historical

process in the philosophy of the Enlightenment.

17. Moral imperatives of practical philosophy

È. Kant.

18. The etatist concept of the state by G. Hegel.

19. Love as a principle of human existence in the anthropological concept of L. Feuerbach.

20. From S. Kierkegaard to F. Nietzsche: the formation of irrationalist orientations in philosophy late XIX v.

21. The problem of demarcation of philosophy and science in classical positivism.

22. Marxism and its role in becoming socio-critical strategy of modern philosophizing.

23. Antinomies of human existence in the philosophy of existentialism.

24. Structuralism and its role in the formation of the methodology of the humanities.

25. Contemporary philosophy in a postmodern situation.

Ò ema 3. PHILOSOPHY AND NATIONAL SELF-CONSCIOUSNESS. PHILOSOPHICAL THOUGHT OF BELARUS. RUSSIAN PHILOSOPHY

1. F. Skorina as a thinker and philosopher.

2. S. Budny in Belarusian culture and philosophy.

3. Philosophical thought of the Renaissance in Belarus.

4. Philosophical view on the formation and development of the Belarusian national idea.

5. P. Chaadaev's philosophical view of the history of Russia.

6. Orthodoxy and the fate of Russia.

7. Belarus and Russia in the space of the East Slavic cultural tradition.

8. Analytics of human existence in creativity

Ô. Dostoevsky.

9. L. Tolstoy on the problems and antinomies of moral choice.

10. Philosophy of Russian cosmism.

Ò ema 4. METAPHYSICS AND ONTOLOGY

1. Being as a problem of philosophy.

3. The concept of matter in the philosophical and scientific mind.

4. Materialism and Realism in Philosophy: General and Special.

5. Space and time as categories of culture.

6. Specificity of socio-historical space and time.

7. Dialectics as a philosophical theory and method of thinking.

8. Dialectics as an analyst of human existence.

Ò ema 5. PHILOSOPHY OF NATURE

1. Nature in the religious and mythological picture of the world.

2. Dialogue between man and nature: meaning and purpose.

3. Environmental ethics: genesis, principles, problems.

4. Philosophy of nature in fiction.

5. Neo-romantic and technocratic ideas about the prospects for the ecological development of civilization.

6. From "human rights" to "nature rights".

7. Belarus: the legacy of Chernobyl.

8. The concept of nature in the philosophy of P. Teilhard de Chardin.

9. The idea of ​​the noosphere in the works of V. Vernadsky.

Ò ema 6. HUMAN PROBLEM IN PHILOSOPHY AND SCIENCE

1. The problem of the philosophical definition of a person and the historical versions of its solution.

2. Philosophy of man in the cultural traditions of the West and the East.

3. Man as "image and likeness": arguments "for" and "against".

4. Man and society in modern sociobiology.

5. Existential Problems in Contemporary Philosophy and Literature.

6. Man and language in the philosophy of structuralism and poststructuralism.

7. F. Engels on the origin of man, society and state.

8. Modern Science of Human Origins: Problems and Solutions.

9. Ufological concepts of human origin in modern science and culture.

Topic 7. SOCIAL AND AXIOLOGICAL PARAMETERS OF HUMAN BEING

1. The nature of fear in existential philosophy.

2. The phenomenon of laughter in the traditions of folk carnival culture.

3. Plato's concept of eros.

4. The problem of gender and sexuality in modern philosophy and culture.

5. Perception of death in different cultures and modern thanatology.

6. Play as a phenomenon of human existence.

7. The problem of creativity in Russian philosophy.

8. The phenomenon of childhood and personality development in psychoanalytic philosophy.

9. The image of a "mass man" in philosophy and literature of the twentieth century.

THEME 8. HUMAN CONSCIOUSNESS AS A SUBJECT OF PHILOSOPHICAL REFLECTION

1. Freudianism and neo-Freudianism about the nature of consciousness.

2. Consciousness and self-awareness. The problem is "I".

3. The intentional nature of consciousness.

4. "Collective unconscious" and the phenomenon of totalitarian consciousness.

5. The phenomenon of mass consciousness.

6. Present and future of "artificial intelligence".

Ò ema 9. KNOWLEDGE AS A VALUE OF CULTURE

È SUBJECT OF PHILOSOPHICAL ANALYSIS

1. Cognition, practice, communication; experience in comparative analysis of concepts.

2. I. Kant as an epistemologist.

3. Marxist theory of knowledge in the context of the classical

è postclassical types of rationality.

4. Experience in the analysis of knowledge in the Russian philosophical tradition.

5. Analysis of the cognitive process in cognitive psychology.

6. Temptations and boundaries of the human mind.

7. Knowledge and virtual reality.

8. Internet as a mechanism and means of understanding the world.

9. The Phenomenon of Epistemological Faith: Possibilities of Philosophical and Religious Interpretation.

10. What is Truth? Versions of Aristotle and Pilate.

11. Truth and relativism in philosophy and culture of the twentieth century.

Ò ema 10. SCIENCE, ITS COGNITIVE

È SOCIOCULTURAL STATUS

1. Science in the East and in the West: Is Dialogue Possible?

2. Science and Common Sense.

3. Philosophy and Science: Historical Forms of Interconnection.

4. Science and extrascientific knowledge in modern culture.

5. The phenomenon of anti-science and the crisis of modern forms of rationalism.

6. Science and the world of man.

7. Scientific progress: the problem of criteria and social consequences.

8. Science and power in post-industrial societies.

9. Scientific community and schools in science.

10. The phenomenon of the scientific revolution and methodological relativism.

Ò ema 11. SOCIETY AS A SUBJECT OF PHILOSOPHICAL KNOWLEDGE

1. Reason and history in the European philosophical tradition.

2. L. Gumilyov's concept of ethnogenesis.

3. Society as a spiritual reality in the philosophy of S. Frank.

4. Concept social reality in the phenomenological tradition.

5. Marxism about society as a system of relations.

6. Concept social action in M. Weber's sociology.

7. Society as a supersystem in the concept of P. Sorokin.

8. Sociopsychological program in the humanities: main ideas and representatives.

TOPIC 12. PHILOSOPHY OF HISTORY. THE PHENOMENON OF SOCIAL DEVELOPMENT

1. Social conflict and its status in the historical process.

2. Personality and masses in modern forms sociodynamics.

3. The concept of cultural and historical types by N. Danilevsky.

4. Criticism of the concept world history in the "mythology of culture" by O. Spengler.

5. The problem of unity and multivariance historical process.

6. The phenomenon of the elite in modern social philosophy.

7. The concept of world history in the morphology of culture by O. Spengler.

8. The idea of ​​local civilizations in the concept of A. Toynbee.

9. The unity of the historical process and the concept axial time in the philosophy of history of K. Jaspers.

10. Philosophical concept of history N. Berdyaev.

Ò ema 13. PHILOSOPHICAL PROBLEMS OF CIVILIZATIONAL DYNAMICS

1. East - West: Dialogue or Confrontation of Civilizations?

2. The concept of the conflict of civilizations by S. Huntington.

3. The idea of ​​"the end of history" in the concept of F. Fukuyama.

4. The phenomenon of information civilization: basic concepts

è methodological approaches.

5. Globalization and the ideology of anti-globalism: an overview of the main concepts.

6. The phenomenon of technology and environmental priorities of modern civilization.

7. Modern technologies and "high voltage" in the structure of post-industrial societies.

8. Belarus in a situation of civilizational choice. Is a post-industrial perspective possible for Belarus?

9. Ecological dimension of modern technogenic civilization.

10. Power and violence. The phenomenon of totalitarianism in the social practice of the twentieth century.

11. Politics as a vocation and profession (M. Weber).

Ò ema 14. PHILOSOPHY OF CULTURE

1. Philosophy of culture and cultural studies: criteria for demarcation.

2. Culture as a subject of comprehension and analysis in postclassical philosophy.

3. The idea of ​​counterculture in the social philosophy of the Frankfurt school.

4. Traditional and modern culture: comparative analysis.

5. F. Nietzsche on the Dionysian beginning in European culture.

6. The nature of moral consciousness and the antinomy of moral choice.

7. Carnivalization of culture in contemporary art.

8. The Phenomenon of the Modern Religious Renaissance in Post-Soviet Societies.

9. Modern religious fundamentalism: the origins and directions of evolution.

10. Science and Religion: Opportunities and Limits of Dialogue.

CONTROL QUESTIONS FOR THE COURSE "PHILOSOPHY"

1. Philosophy and worldview. The structure of the worldview and its historical types.

2. The subject of philosophy and the structure of philosophical knowledge.

3. Specificity and methods of philosophical thinking.

4. Philosophy and basic forms of culture.

5. Images of philosophy and styles of philosophizing.

6. Philosophy and myth. Formation of philosophy in the culture of ancient civilizations.

7. Specificity and main problems of ancient Indian philosophy.

8. Specificity and main problems of the philosophy of ancient China.

9. Problem field and main stages of development ancient philosophy... The specifics of ancient Greek philosophical thinking.

10. Philosophy and Religion. The status and functions of philosophy in medieval culture.

11. The philosophy of the Renaissance: the main directions and stages of development.

12. The problem of self-determination of philosophy in the new European culture. The dilemma of empiricism and rationalism.

13. Philosophy and Ideology in the Age of Enlightenment.

14. German classical philosophy and its role in the development of the world philosophical tradition.

15. Classics and Modernity: Two Eras in the Development of European Philosophy.

16. Characteristic features and main directions of development of postclassical philosophy.

17. Marxist philosophy: its essence, main stages of development and significance in the history of civilization.

18. Philosophy and national identity. The main ideas and stages of the development of philosophy in Belarus.

19. Classics of the philosophical thought of Belarus. The role and influence of their heritage on the development of modern culture.

20. The main features and stages of development of Russian classical philosophy.

21. Thematic space and main traditions in Russian philosophy of the endÕIÕ – ÕÕ ââ.

22. Philosophy in modern world: socio-cultural status and main functions.

23. The concept of metaphysics. Changing the status of metaphysics in the history of philosophy.

24. Ontology as a philosophical doctrine of being. Basic categorical structures of being.

25. Nature as an object of philosophical and scientific analysis.

26. Biosphere, its structure, patterns of functioning and development. Concept noosphere.

27. Co-evolution of man and nature and ecological values ​​of modern civilization.

28. The main strategies for understanding the problem of man in classical and modern philosophy.

29. Scientific and philosophical models of anthropogenesis.

30. Social and axiological parameters of human existence.

31. Existential personality characteristics.

32. Human consciousness as a subject of philosophical reflection. The main traditions of the analysis of consciousness in philosophy.

33. The genesis of consciousness and its structural and functional characteristics.

34. Creative nature and sociocultural dimension of consciousness.

35. Cognition as the value of culture and the subject of philosophical analysis.

36. The main interpretations of the problem of the subject and object of knowledge in the history of philosophy.

37. The structure and main characteristics of the cognitive process.

38. Cognition as creativity. Explicit and implicit knowledge. Knowledge and Faith.

39. The problem of truth is knowledge. The classical concept of truth and its alternatives.

40. Science, its cognitive and sociocultural status.

41. Prospects for the development of science and its humanistic dimension.

42. Social philosophy and its place in the system social and humanitarian knowledge.

43. Basic philosophical and theoretical models of society.

44. Specificity of social and philosophical knowledge. The essence of sociality.

45. Subject, structure and formation of the philosophy of history.

46. Society as a developing system. Evolution and revolution in social dynamics.

47. The main factors socio-historical development.

48. The problem of the subject and the driving forces of history.

49. Direction of the historical process: linear and non-linear interpretations of history.

50. The development of society as a civilizational process. The main types of civilizations.

51. The economic system in the civilization process: concept technology and technology.

52. Social structure of society and stratification relations in the modern world.

53. Socio-ethnic structure of society.

54. The phenomenon of power in the life of society. The structure and functions of power.

55. Power and politics. The political system of society, its essence, types and functions.

56. Power and state. Historical types and forms of the state.

57. Culture as a subject of philosophical analysis. Philosophy of culture and cultural studies.

58. Traditions and innovations in the dynamics of culture.

59. Culture and spiritual life of society. Morality, art, religion as cultural phenomena.

60. Basic principles of classical philosophy and post-classical orientations of philosophizing.

61. Tao doctrine and principle“Non-action” (“ó-âýé”) in the Taoist treatise “Tao Te Ching”.

62. The doctrine of the "Noble husband" and the principles of government in the treatise of Confucius "Lunyu".

63. Teaching about Brahman and the immortal soul, about karma and the path of liberation in a Hindu treatise Bhagavad-gita.

64. "Noble truths" of Buddhism and the doctrine of nirvana in Ashvaghosha's poem "The Life of Buddha"

65. The Image of Philosophy in Plato's "Feast" Dialogue.

66. The image of the ideal state in Plato's dialogue "The State".

67. The doctrine of the state and basic principles state structure in the "Politics" of Aristotle.

68. Seneca on goodness and virtue as a foundation happy life in the treatise "On a Happy Life".

69. On the secular and spiritual power in the treatise of Aurelius Augustine "On the City of God".

70. On the relationship between science and faith in the work of Thomas Aquinas "Sum of theology".

71. The problem of the relationship between power and morality in Machiavelli's treatise "The Sovereign".

72. The image of a just social order and humanistic ideals by T. Mora ("Utopia").

73. The doctrine of the idols of knowledge in the composition of F. Bacon "New Organon".

74. The rationalistic method of cognition in the work of R. Descartes "Discourse on the method".

75. T. Hobbes on the causes and essence of the state in the work "Leviathan".

76. The idea of ​​"natural rights" and the contractual concept of the state in the work of J. Locke "Two treatises on government."

77. The idea of ​​pluralistic ontology in the teachings of G. Leibniz about monads ("Monadology").

78. The problem of existence in the treatise by J. Berkeley "On the principles of human knowledge."

79. On skepticism in relation to reason and feelings in the work of D. Hume "Abridged presentation of a treatise on human nature."

80. Æ.-Æ. Rousseau on the essence of the "social contract" and the principles of justice (treatise "On the Social Contract, or Principles of Political Law").

81. Saint-Simon on the progress and foundations of the new social order in the works "Letters of a Geneva inhabitant to his contemporaries", "On the theory of social organization", "Catechism of industrialists", etc.

82. On the nature of man in the work of J. La Mettrie"Man-machine".

83. Reason and justice as the driving forces of world history in I. Herder's treatise "Ideas for the philosophy of the history of mankind."

84. I. Kant on the possibility and features philosophical knowledge in the work "Prolegomena".

85. I. Kant on the nature of morality in the work "Foundations of the metaphysics of morals".

86. Concept dialectical logic in the work of G. Hegel "Science of Logic".

87. G. Hegel on the specifics of the philosophical comprehension of history.

88. L. Feuerbach on the nature, essence and purpose of man.

We live in an age of advanced technologies and the Internet, which have made the whole world, the entire planet Earth, more open, closer and more accessible. They provide such a high level of comfort for the existence of human civilization, which has never been dreamed of before. They made communication easier and more accessible, and various kinds of services and services, hitherto very far from human understanding, are possible and accessible to every user. The World Wide Web was even able to solve such a seemingly insoluble problem as personal identification directly on the Internet. Concepts such as an electronic signature, "ip" (identity card) - have become commonplace in our lives.

The World Wide Web (www), the world wide web, the world wide computer network, or simply the Internet provides users with access to a wide range of online documents that are connected to each other through hypertext and hypermedia links. These hyperlinks are electronic connections between individual pieces of information, allowing the user to easily access it. Hypertext links allow the user to select a word from the text and access other documents containing additional information related to this word; hypermedia links are links to images, sounds, animations, and movies. The operations of downloading, providing access, viewing information carried out through the exchange of hyperlinks to network content operate within the framework of the concept of “Internet”, “on the network”, “online”.

Some say the internet is bringing people together by removing the constraints of reality. And it is difficult to disagree with the fact that the Internet makes online from different parts of the Earth much more accessible, moreover, it happens in real time. On the World Wide Web, you can meet people whom you have never met in person, you can become a co-author of a scientific invention, carry out business transactions, and sometimes visit a doctor and consult. And all of this is just a click away. Email, instant messaging, webcams and microphones - these devices and programs make a person's presence on the Internet more real. It's no secret that with the help of virtual reality, you can even get your image in 3D.

And it should be noted that the rapidly gaining momentum scientific and technological progress literally makes people enjoy all these benefits and achievements of human civilization. It allows all of us to use, say, the service of Internet trading platforms with home delivery of the goods we like and at the same time makes it possible to apply for a loan at the bank online, without getting up, so to speak, from the chair at the monitor ... It makes it possible to talk with relatives who are on the other end of the world, not just by phone, but through a video call (many similar services on the modern Internet are proof of this).

Even the opportunity to send an application for a loan online, which any bank now offers on its website, is a very tempting procedure. Thanks to her, you do not have to run to various kinds of authorities, collecting the necessary pieces of paper, documents and certificates (as it was before) when registering any more or less significant debt obligations to the bank.

Opened the site financial institution on the Internet, found the appropriate application form, filled it out, entering all the required data - and the question about the online loan application will be resolved through the virtual bank manager in a matter of minutes. Moreover, the money is deposited into a virtual account, the most that neither is, real. And these substantial sums (up to 3 million rubles), it must be admitted, is how they travel from account to account in our modern Internet, which has become an integral part of our reality, our life. Amounts that are enough to buy a car or apartment. The amount that is enough to buy property abroad (a villa in Spain, for example) or a yacht in Saint - Tropez (France) ...

It is believed that the Internet is one of the greatest inventions of the last century. Using the services of Internet providers, you can stay with your friends online always, and from the bedroom in your pajamas! Keep in mind, however, that the internet can also be one of the main sources of serious problems. Spammers and hackers can invade your privacy and get your confidential information, which they would never have access to without the Internet. But you can always be online for everyone, unless you made a conscious decision not to check your email. And if you are a workaholic and want to work on the Internet online even on vacation - you always have a device with a mobile Internet at your fingertips.

It’s just that dreams come true today!

How nice it is to sometimes receive an unfamiliar handwritten e-mail! In it you can feel the mood of the writer, guess by handwriting who he is, if this person is a friend. From the point of view of communication, the Internet now has no equal - telephony, radio, television, money transfers at a convenient time and a convenient place. Moreover, one can put up with his few shortcomings as long as he keeps a person in touch with his loved ones.

Once the term "Internet" evolved from amateur student local area networks to the global computer network... And, of course, he is not going to stop there.

Internet as a mechanism and means of understanding the world

When we talk about the Internet as a public virtual network, we mean an atypical mechanism that transmits information data in a packet format. A kind of global space that brings together stakeholders (subjects, users, owners). Here relationships of a different nature arise, conflict situations, scientific debate and just free communication of the international level. On the other hand, the World Wide Web is a collection of software and modern hardware.

Realizing the Human Right to Free Search

This adapted interoperability is responsible for the exchange of resources between networks and dictates the competition of technological innovations. Three criteria can be distinguished that reveal the essence of the Internet's functionality as a unique system:

• open access to materials for all interested parties;
• regulation of commercial contracts providing network communications;
• maintaining the infrastructure responsible for the consistency of addresses and names.

So, with the help of this special tool, each of us without slowing down gets to any portals of visual travel, is transferred to the events of the present time, explores unidentified facts. All this allows you to get enough of the feeling of the spirit of freedom, enjoy impressions and embody the capabilities of the human mind.

Even in the first grade, we were raised an interest in knowing the world and were cited as an example of the natural senses (sight, hearing, smell, touch). Yes, they, of course, reflect the external qualities of the world, but they do not allow deep knowledge of the laws of the universe. They are passed down to us from generation to generation from the sources of our ancestors in the form of drawings, maps, diagrams, books. Now, this is all and even more that the Internet unites. From here we draw knowledge, involving logic, intuition, feelings and rational thinking. Think about opening one a specific person is not his purely personal property.

To some extent, this is the result of time, accumulated experience, and purposeful actions of certain people. Agree, without the listed principles and theories, he would have learned only half of what he knows today. A complete practical or theoretical picture of the real world is displayed to us through Internet technologies. Virtually we can perceive both individual details and an integral cognitive activity the universe as a whole. Thanks to this, consciousness is formed, and all levels of thinking develop.

The Internet can change the usual rhythm of life

It is known that information is a trace of the impact on the subject. Only with the growth of the volume of information material do we hone the skill of using words, build logical chains and group the accumulated concepts. Based on the foregoing, we can draw a parallel where life positions coincide with the obvious properties of the world. An interesting design (a virtual model of the indicated parallel) is clearly visible thanks to the Internet.

Online media play an important role for children and young people with disabilities. It is through the Internet that they learn about the world around them. Despite their limited physical capabilities, they want to be active in society, strive for education and self-realization. Positive Internet resources are the optimal environment for optimizing new stereotypes of society in relation to this category of the population.

Therefore, today the media are entrusted with the main tasks of solving the problem of discrimination against persons with disabilities in such areas as access to financial transactions, transport and information services. That is, interpreting the term of relative truth, we assume the coincidence of reality with the objective world, practical and cognitive activity.

Internet connection or thought engine

Psychology, which in turn revealed a person's behavioral reactions (upbringing, personal preferences), also helped a person to know himself and the world around him. There are even specific questionnaires that give clear answers about the prospects for the future. However, the popularity of this literature still does not allow acquiring it without difficulties. Various sites on the world wide web host free tests online offering options for of different ages, gender, or marital status.

Many students during the exam time can find the necessary answers regarding a particular subject. And in most cases, they don’t have to run to the library and share a textbook given out for two. On the other hand, all kinds of information are perfectly stored, transferred to media, which is very beneficial and convenient for all of us. Mobile technologies are excellent at keeping browsers updated and offering optimal versions of the user interface. You're just enjoying the benefits of revolutionary generation networks, aren't you?

Relative truth

Human potential is inexhaustible (although agnostics willingly argue with this statement), which means that approaches to cognition are quite individual. Every day we are faced with something new, we hear amazing things, try unknown tastes, admire improved technology and experience not always familiar feelings. It depends on us how we perceive the world, how we concretize events, how we apply dialectism and objectivism, how we creatively draw a future plan of action.

As for the Internet, it is a means of transmitting and receiving information. How you will dispose of it: will you attribute it to the vices of human society or assign it a leading, high-quality and useful role - it is up to you to decide.

Get to know yourself, open windows to the world, be independent in your judgments, and then you will immediately understand the authority of the virtual space. You will not only get the information you need, but you will also easily use it at any convenient moment, because knowledge is power.