The variety of ways of human knowledge. Experience of everyday life Presentation on the topic of the variety of ways to understand the world

Lesson topic: «

1. Lesson Objectives:

§ Educational goal: to familiarize with the types and levels of human knowledge;

§ Continue to develop in students the ability to carry out a comprehensive search, systematize social information on a topic, compare, analyze, draw conclusions, rationally solve cognitive and problem tasks;

§ Educational goal: to promote the development of students' civic position; nurturing the desire to realize one’s communication abilities.

2. Concepts:“levels of human knowledge”, “mythical knowledge”, “rational-logical knowledge”, “life experience”, “common sense”, “eschatalogy”, “parascience”;

3. Lesson type: lesson - business game

4. Lesson equipment:

Ø Multimedia

Ø Materials for groups

5. Literature:

· Social studies: Textbook for 10th grade. Part 1./A.I. Kravchenko;

· Social studies: profile level: academic. For 10th grade. general education institutions / [L.N. Bogolyubov, Yu.I. Lazebnikova A.Yu., Smirnova N.M. and etc.]; edited by L.N. Bogolyubova. - M.: Education, 2010.

· Social studies: textbook for 10th grade: basic level. Bogolyubov L.N. and others. 5th ed. - M.: Education, 2009. - 351 p.;

· Lesson developments in social studies. Basic level. 10kl. Begeneva T.P. 2010- p.288

· School dictionary of social studies. 10 - 11 grades - M.: Education, 2010.

7.Lesson plan:

1. Myth and knowledge of the world.

2. Life experience.

3. Folk wisdom and common sense.

4. Knowledge through art.

5. Parascience.

Download:

Preview:

Lesson topic: " The variety of ways to understand the world."

1. Lesson objectives:

• Educational goal: to familiarize with the types and levels of human knowledge;
• Continue to develop in students the ability to carry out a comprehensive search, systematize social information on a topic, compare, analyze, draw conclusions, rationally solve cognitive and problem tasks;
• Educational goal: to promote the development of students' civic position; nurturing the desire to realize one’s communication abilities.

1. Concepts: “levels of human knowledge”, “mythical knowledge”, “rational-logical knowledge”, “life experience”, “common sense”, “eschatalogy”, “parascience”;
2. Lesson type: lesson - business game

1. Lesson equipment:

• Multimedia
• Materials for groups

1. Literature:

• Social studies: Textbook for 10th grade. Part 1./A.I. Kravchenko;
• Social studies: profile level: academic. For 10th grade. general education institutions / [L.N. Bogolyubov, Yu.I. Lazebnikova A.Yu., Smirnova N.M. and etc.]; edited by L.N. Bogolyubova. - M.: Education, 2010.
• Social studies: textbook for 10th grade: basic level. Bogolyubov L.N. and others. 5th ed. - M.: Education, 2009. - 351 p.;
• Lesson developments in social studies. Basic level. 10kl. Begeneva T.P. 2010- p.288
• School dictionary of social studies. 10 - 11 grades - M.: Education, 2010.

7. Lesson plan:

1. Myth and knowledge of the world.

2. Life experience.

4. Knowledge through art.

5. Parascience.

During the classes.

Methods and methodological techniques		Types of student activities	Predicted result
Organizing time. motivational moment	Hello! I'm very glad to see you all. Let's celebrate those who are absent. Check that you have a textbook, notebook and writing materials on your desks. Let's check your homework! I have two questions for you: What is truth? How can a person verify the truth of his knowledge about a subject? How does absolute truth differ from relative truth? Fine! Well done! Now, in the 21st century, most people do not get information about the world from scientific treatises. Nowadays there are a lot of astrologers and psychics with promises to solve all problems; TV programs have become extremely popular. Therefore, along with science, there are many ways of knowledge. This is what we will talk about in the lesson, so the topic of our lesson is: “The variety of ways to understand the world” The purpose of the lesson: become familiar with the types and levels of human knowledge; We will consider the following questions with you: 1. Myth and knowledge of the world. 2. Life experience. 3. Folk wisdom and common sense. 4.Knowledge by means Arts. 5. Parascience. Guys, now write down the task for the lesson: Throughout the lesson you will select arguments And at the end of the lesson we will answer the question asked. I offer you a role-playing game. So, the class should be divided into groups, each of which will represent a certain role as convinced supporters of their own, unscientific ways of knowing the world and truth. Now I will bring you a tray with pieces of paper on which it will be written which group will be responsible for which block. There is only one condition: you must be convincing while presenting your way of presentation. Group I is preparing a speech in defense of mythological knowledge. Group II prepares a speech in defense of life experience. Group III is preparing a speech in defense of folk wisdom Group IV is preparing a speech in defense of artistic and figurative knowledge. Group V is preparing a speech in defense of parascientific knowledge. teach a lesson in the form of Let's listen to the speech So, what Do myths provide knowledge? Let's move on to the second group, who will answer us: Can you trust experience? Third group. What is the folk wisdom? I ask questions: What value judgments follow from the following proverbs? Do you agree with their assessment: Don't ask the old - ask the experienced. For some, grief is learning, for others, torment. You won't become a master without messing things up. It is better to live poor than to become rich through sin. Examples of folk wisdom: Aphorisms: “If you love to ride, you also love to carry a sled”; Proverbs: “You can’t even pull a fish out of a pond without difficulty”; Reasoning: “Strike while the iron is hot.” A distinctive feature of folk wisdom is a set of behavioral recipes for different cases life. Group 4: Does art help us better understand the world? Group 5: Can we rely on the reliability of parascience information? Our business game is over, and let's sum it up. – What unscientific ways of knowing the truth have we become acquainted with? – Which of them seemed the most convincing to you? What unites all these areas? Let's go back to the question I asked you at the beginning of the lesson: Is it possible to say that not scientific knowledge leads a person to the truth? Thus: Human cognitive activity is very diverse. The variety of human manifestations and the richness of the world around him also require a variety of knowledge, a combination of different methods and forms of cognitive activity. Now let’s write down the task for us at home: textbook -§23 (L.N. Bogolyubov), Thank you for the lesson, you did a good job today! I'm giving ratings...	Answer the first question Answer the second question Students write down the topic and lesson plan in their notebooks. write down Group I students answer: “Myth is the first phase of cognition and explanation of society.” Students draw conclusions: report answer list Think and answer Children write down homework	A.Medieval thinkerThomas Aquinasasserted that “truth is the identity of thing and representation.” French philosopher of the 17th century.R. Descarteswrote: “The word “truth” means the correspondence of thought to the subject.”Thus, knowledge that accurately expresses the essence and properties of the subject under consideration can be considered true. This expresses the most important property of true knowledge - itsobjectivity,independence from human consciousness, his passions and interests. b.In the history of philosophy, especially in the modern period, two directions stood out, whose representatives differently defined the role of feelings and reason in knowledge. Empiricistsbelieved that the source and basis of all knowledge is sensory experience. For representatives of another direction -rationalists -the criterion of truth was reason 2. So, the Absolute Truth isthis is undoubted, unchangeable, once and for all established knowledge. Absolute truth completely exhausts the subject and cannot be refuted with the further development of knowledge. Most philosophers consider absolute truth as a model (ideal) or limit to which our knowledge strives. On the way to this goal we getrelative truths,i.e. incomplete, limited knowledge. The relativity of our knowledge is due to a number of reasons. First of all, the world itself is infinitely changeable. - cosmogonic myths – myths about the origin of the world and the Universe; - anthropogonistic myths – myths about the origin of man and human society; - myths about cultural heroes - myths about the origin of certain cultural goods; - eschatological myths – myths about the “end of the world”, about the end of time; - biographical myths - birth, initiation into full-age status, marriage, death of mythological heroes. The role and meaning of myths: - we gain knowledge about the system of rules and values ​​​​accepted in a given society; - we create a picture of the holistic life of the people; - myths preserve the life experience of peoples; - comprehending myths, a person correlates his personal experience with the sales experience of a team, a community of people; - ensures continuity of cultural experience; - conveys the best moral qualities of the heroes and invites them to follow subsequent generations. Specifics of art: Character traits parasciences - the vagueness and mystery of the information with which they operate. Reason for appearance - limited opportunities science4i, which cannot answer all questions. - parascience is distinguished by its claim to universality; - inflated demands for attention to oneself; - often intolerance towards traditional science. 1. Myth and knowledge of the world. 2. Life experience. 3. Folk wisdom and common sense. 4.Knowledge by means art. 5. Parascience. There is no exact answer to this question, but it will not lead to the absolute truth.

Materials for group 1.

• Exercise.Prepare a speech in defense of mythological knowledge,

Mythology.

Man's attempts to create a picture of the universe were first carried out in the form of myths. For a long time the myth was considered a fantastic invention, a fairy tale created by ignorant savages. But in this case, it remains unclear why people, in conditions of a brutal struggle for existence, would tell each other fairy tales?

Through the efforts of a whole generation of researchers, the importance of myth for the development of society has finally been revealed.

What is a myth and how did it appear?

Myth is a word, a legend. Myth is a reflection of the views of ancient people on the world, their ideas about its structure and order in it. According to N.A. Berdyaev’s definition, myth is the desacralization (removal of holiness, mysticism, “worldliness”) of secret, magical knowledge. This is said rather one-sidedly, but essentially true. Myth is really a word that establishes a connection between real world and the secret, sacred world. Bringing higher meanings into the world, myth comprehends, organizes it, harmonizes it, makes it manageable.

Myth is the true Prometheus, who brought down heavenly fire (secret knowledge and hidden meaning) to Earth and thereby enlightened this world. Myth is a virgin, autocratic, royal word. The world is supported by myth: myth reproduces the world, protects it, restores order in it.

Myth, therefore, represents, according to the definition of the Russian philosopher, religious thinker A.F. Losev, magic word(name), i.e. a word that reveals the secret essence of the world and allows one to simultaneously influence the world and subjugate it. In this incarnation (quality), myth is the predecessor of science in its transformative and cognitive role.

Nowadays, it has become clear that the most ancient forms of understanding the world not only remain at the origins of history, but continue to live. It turns out that mythological consciousness is capable of forming new rings on the living tree of culture, new branches and giving unexpected fruits. Bringing meaning from hidden depths human soul, which even science cannot look into, is easily realized, of course, by myth. It is sometimes difficult to recognize it in a new modern guise - sometimes scientific, sometimes poetic, sometimes philosophical, but an experienced philosopher will immediately determine: this is a modern myth.

So, the myth lives, dies and is reborn again. It cannot be eliminated. After all, modern researchers can draw an abyss of knowledge from it.

• The myths below were created different peoples. But there is something that unites them all. Determine what type of myths they belong to? What general idea do they convey? What can they tell us? Can this information be called knowledge?

IN ancient egyptian mythology it is said that the first people were created by the god of fertility from clay on a potter's wheel.

Akkadian myths contain information that the gods created people from clay in pairs, and then infused life into them through the umbilical cord.

The myths of the peoples of Scandinavia tell how the gods found unfinished figures of the first couple of people on the seashore and brought them to life. The figures were made of different types of wood. This is how Ask (Ash) and Embla (Willow) were born.

Some peoples living in Burma and Bangladesh believe that humans descended from birds.

The ancient Chinese myth of Pan-gu tells about the origin of the world from the parts of a deceased creature. His breath became wind and clouds, his voice became thunder, his blood became rivers and ponds, his hair and mustache became constellations, his sweat became rain and dew. Humans descended from insects that lived on Pan-gu's body.

Indians from the Jaivats tribe believed that they descended from the monkey god Hanuman, who could fly, change his appearance, and could tear hills and mountains out of the ground. Some tribes of Tibet associate their origins with monkeys - their ancestors. Among the tribes of the Malay Peninsula (Southeast Asia) there is a legend that they are descendants of white monkeys.

Myth is the first form of knowledge and explanation of society.

The main thematic cycles of myths:

• Cosmogonic myths - myths about the origin of the world and the Universe,
• Anthropogonistic myths - myths about the origin of man and human society,
• Myths about cultural heroes are myths about the origin and introduction of certain cultural goods.
• Eschatological myths are myths about the “end of the world,” the end of time.
• Biographical motives - birth, initiation into full-age status, marriage, death of mythological heroes.
• Etiological myths are myths that explain the origin of individual objects and phenomena of nature and human culture.
• Ethnogonic myths are myths about the origin of peoples.
• Calendar myths are myths about the changing seasons.

Features of mythological thinking:

• Indistinct separation of subject and object, object and sign, origin and essence, thing and word, being and its name, spatial and temporal relations, etc.
• Replacement scientific explanation world with a story of origin and creation.
• Everything that happens in myth is a kind of model for reproduction, repetition.
• A myth combines two aspects: a story about the past and an explanation of the present or future.

The role and meaning of myths:

• We gain knowledge about the system of rules and values ​​​​accepted in a given society.
• We create a picture of the holistic life of the people.
• Myths preserve the life experiences of peoples.
• Comprehending myths, a person correlates his personal experience with the generic experience of the collective, community of people.
• Ensures continuity of cultural experience.
• Conveys the best moral qualities of the heroes and invites them to follow subsequent generations.

Material for group 2.

• Exercise. everyday knowledge, Present the results of your work, based on questions and tasks.

“And experience, the son of difficult mistakes...”

A special way of understanding the world is life practice, experience. Unlike special cognitive activity, unlike science, where knowledge is an end in itself, in practical experience it is a “by-product.” For example, a man is building a boat. His goal is a boat, and a by-product of his activity is the knowledge of which wood is best to use, what and how to process it, etc. And he gains this knowledge only with experience. At the same time, this person does not need theoretical justification, he simply knows that one way or another it will be better.

• This is the result of active experience accumulated by generations of people.
• Gives basic information about nature, about the people themselves, their living conditions, communication, and social connections.
• Knowledge is strong, but fragmented, representing a set of information.

• The way to form practical knowledge is through work.
• Life experience combines practical and scientific-practical knowledge.
• Practical knowledge is the assimilation of social experience not only with the help of language, but also at the non-verbal level: “Let me act, and I will understand.” Actions, tools, instruments are intended to obtain a practical result. The physical education teacher first explains and shows how to throw a basketball into the basket. But only during throwing will the student himself master the throwing technique.
• Practical knowledge has its own language: “a little bit”, “by eye”.
• Not only practical knowledge is acquired, but also assessments and norms of behavior (spiritual and practical).

• This type of knowledge is transferred during face-to-face communication, is limited to the experience of an individual, and satisfies a specific need.
• Spiritual-practical knowledge is knowledge about how to relate to the world, other people, and oneself. For example, religious commandments.
• Students draw conclusions:
• - experience Everyday life– a special way of understanding the world;
• - way of forming practical knowledge - work activity;
• - practical knowledge does not pretend to be theoretically justified and does without it;
• Practical knowledge has its own language: “a little bit”, “by eye”;
• - not only practical knowledge is acquired, but also assessments and norms of behavior.

Material for group 3.

• Exercise.Prepare your defensefolk wisdom, Present the results of your work, based on questions and tasks.

Folk wisdom and common sense.

The increasing volume and complexity of people's activities aimed at satisfying their needs led to the need to record knowledge and achievements in the form of descriptions. Such descriptions contained, as it were, a generalized experience collected together different people, sometimes even many generations. Such generalized practical knowledge formed the basis of folk wisdom.

In the early stages of human history, wisdom was attributed primarily to the gods, who endowed it as a gift to individual people. For the ancient Greeks, Pallas Athena was the personification of wisdom. Over time, the understanding of wisdom changed - it began to be interpreted as the ability to understand earthly events, without correlation with the world of the gods.

From the generalization of experience, unique aphorisms, sayings, and judgments arose. Most of the provisions of folk wisdom, recorded in proverbs, sayings, riddles, are primarily associated with practical objective activity. Riddles are closely related to the art of ancient oracles, predictors, and soothsayers.

A distinctive feature of folk wisdom is that it is heterogeneous and contradictory. This is due to the fact that it records the attitude of different people to the same phenomena. In the body of folk wisdom you can find directly opposite statements - for example, “Do not put off until tomorrow what you can do today” and “The morning is wiser than the evening.”

Common sense includes certain information and knowledge acquired spontaneously, without special cognitive activity. This is the so-called natural thinking, which is inherent in every person. Common sense tells you what you can and cannot do. Common sense, being associated with the experience of many people, is entangled in misconceptions, prejudices, and stereotypes accepted by people of a given era as absolute truths. Thus, it was believed that the Earth was flat and the assumption that the Earth was round was contrary to common sense. Common sense is a conservative phenomenon; new information slowly replaces old information.

• Folk wisdom- this is the collective experience of many generations of people in the form of teachings, legends, tales, signs, riddles.
• Folk wisdom is generalized practical knowledge.
• Examples of folk wisdom:

• Aphorisms: “If you love to ride, you also love to carry a sled.”
• Proverbs: “You can’t even pull a fish out of a pond without difficulty.”
• Reasoning: “Strike while the iron is hot.”
• Riddles: “What you want, you can’t buy; What you don’t need, you can’t sell.”

• A distinctive feature of folk wisdom is a set of recipes for behavior for different occasions in life.
• Folk wisdom is heterogeneous and contradictory, because... Different people express their attitudes towards the same phenomena and actions.
• Common sense -spontaneously developing views of people on the surrounding reality and themselves under the influence of everyday experience.
• Helps you navigate the surrounding reality.
• Correctly indicates the direction and method of activity.
• Resists fictitious schemes and cliches.
• Does not rise to the level of a scientific explanation of reality.
• Does not penetrate into the essence of phenomena, gives a superficial judgment.
• Creates the illusion of absolute truth and truth.

Material for group 4.

• Exercise.Prepare your defenseartistic and figurative knowledge.

Present the results of your work based on questions and assignments.

Knowledge through art.

Art is a special way of understanding and reflecting reality through artistic images. It is represented in human artistic activity, designed to satisfy people's needs for enjoying beauty.

The specificity of art as a form of knowledge of the world lies in the emotional and sensory comprehension of existence and, consequently, the emotional regulation of a person’s relationship with the outside world. Despite the importance of rational experience of worldview for human life, the sensory-emotional reflection of reality, expressed in an aesthetic reaction to it, does not lose its significance.

Art deals with the artistic exploration of the world. Art expresses a person’s aesthetic attitude to reality. So, you can study the historical past from documents and archival data, but you can learn a lot about the past through works of art. A work of art (and this concept includes literature, architecture, and painting) gives an emotionally charged and vivid idea not only of what the heroes/things of the past looked like, but also the attitude towards them, helps to feel the spirit of the past.

V.G. Belinsky called the novel A.S. Pushkin’s “Eugene Onegin” is an “encyclopedia of Russian life”, since the reader is presented with different aspects of the life of Russian society. The world of feelings and images, presented in the best works of art, not only has the ability to capture important processes, phenomena, aspects of life, but also carries important information, as if reviving knowledge about the world.

Art is a complex object and can be represented by various types, each of which has its own artistic and expressive means (artistic language). An art form is a specific way artistic performance the world, embodying its images in a certain material (word, sound, stone, metal, body movements, etc.). The arts complement each other, and none of them has an advantage over the other. The main types of art include literature, painting, graphics, sculpture, architecture, decorative and applied arts, music, theater, ballet, dance, cinema, circus, photography.

A specific way of artistic knowledge is the use artistic image. Being a reflection of reality, the image has certain properties of a really existing object. With the help of an artistic image, art creates a kind of hypothesis of the surrounding world or its parts. This hypothesis certainly requires the perceiver and cognizer of the world to have his own imagination, creativity, deep mental activity, and finally, a willingness to perceive the world in this way. By creating artistic images that, with a certain degree of convention, can be equated to scientific models; By experimenting with them using their own imagination, people can better understand themselves and the world in which they live.

Specifics of art:

• it is figurative and visual;
• it is characterized by specific ways of reproducing the surrounding reality, as well as the means by which artistic images are created;
• imagination and fantasy of the knowing subject.

• Works of art help to feel the spirit of the times.
• The peculiarity of this form of cognition is an artistic generalization, an image. They help to imagine an ideal thought through a real embodiment and understand this embodiment through the expression of a thought.
• An artistic image is a reflection of reality through the subjective perception of it by the artist himself and those who perceive the work of art.
• An artistic image creates a hypothesis of the surrounding world or its parts.
• Art expresses an aesthetic attitude towards reality.

Material for group 5.

• Exercise.Prepare your defenseparascientific knowledge. Present the results of your work based on questions and assignments.

Where science ends.

Parascience (Latin para – near-scientific knowledge) answers those questions to which science has no answers. At the moment, parasciences include ufology (about UFOs), to some extent astrology, etc. Information that is not confirmed by experiments and does not fit into accepted theories is often used. Parascience is distinguished by its claim to universality; it is characterized by an avoidance of specific explanations and a desire to bypass those facts that do not correspond to or contradict the methods it uses. However, one should not have an unambiguously negative attitude towards such “parasciences” - perhaps in the future they will develop to the status of science, becoming more objective, and will reveal to us the secrets of nature, provide answers to questions such as “do extraterrestrial civilizations exist,” etc.

• Parascience is pseudo-scientific knowledge.
• The characteristic features of parascience are the vagueness and mystery of the information with which it operates.
• The reason for its appearance is the limited capabilities of science, which cannot answer all questions.

Distinctive features parascience:

• Parascience is distinguished by its claim to universality.
• Excessive demands for attention to oneself.
• Intolerance towards traditional science is common.

• The positive impact of parascience is that it contributes to the emergence of new scientific problems.

What phenomenon does the text below illustrate? What do you think about this phenomenon?

The famous English physicist J. Rayleigh was interested in parapsychology and spiritualism, and at the end of his life he was even president of the Society for Psychical Research. He approached the study of all these mysterious phenomena with the thoroughness of an experimental physicist. So, to test the abilities of one medium, who could make spirits write and draw during a spiritualistic seance in the dark, Rayleigh sealed a sheet of paper and two pencils in a large retort. The experiment ended in failure; the guests from the other world could not leave a trace on paper. This retort is kept in the Rayleigh House Museum in Essex, and the paper has remained clean for over 120 years.

• What is your opinion about the following information? Give reasons for your answer.

Some enthusiasts are trying, if not to prove the existence of ghosts and ghosts, then at least to rationally explain where these phantoms can come from. Canadian neurophysiologist M. Persinger collected 203 reports of the appearance of ghosts of the dead over the past 37 years and compared them with geographical data on magnetic activity on the corresponding days. It turned out that ghosts usually appear during times of high geomagnetic activity, during periods of magnetic storms.

• Why do so many of us eagerly await the predictions of the astrologer in the latest issue of the newspaper, why are we ready to believe these predictions and act in accordance with them? After all, impartial checks have repeatedly shown the inconsistency of astrological predictions and forecasts.

A special way of understanding the world is life practice, the experience of everyday life. For a long time, people not only sought to explain the world as a whole, but also simply worked, suffered from failures, and achieved the results of their fathers. At the same time, they accumulated certain knowledge. You already know that, unlike special cognitive activity, unlike science, where knowledge is an end in itself, in practical experience they are a “by-product.” For example, a person who lived on the banks of a river or lake built a ship or a boat to sail on the waves. The main result of such activity was supposed to be a ship, and a secondary result was the knowledge of what kind of wood to take, how and with what to process it, and what shape to give to a floating vehicle. At the same time the law. Archimedes was unknown to the ship's builder. But if the boat was successful, then most likely the Avila Ave., according to which it was built, was fully consistent with the scientific position, even if unknown to the practicing builder. A lot of knowledge of a practical nature was given to people by the activities of a craftsman, a farmer, a cook, a doctor, a winemaker, a builder, etc. An obligatory way of developing practical knowledge was apprenticeship with an experienced mentor, master, craftsman, craftsman.

Practical knowledge, which arises during the accumulation of experience, also corresponds to its own language. Remember: “by eye”, “a little bit”, etc. Try to accurately determine in grams, minutes, centimeters how many professions this is, and the skill of the owner of such practical knowledge requires the ability to “catch” microns and mg, fractions of a second, skill to navigate in all the variety of tools, materials, working conditions using the power of memorable signs, habits, dexterity.

In the process of acquiring life experience, a person acquires not only practical knowledge, but also assessments and norms of behavior, and he acquires them as if gradually, without special effort, acting according to a model. Knowledge related to everyday experience is sometimes called spiritual-practical. From them there is one step to folk wisdom.

PEOPLE'S wisdom and common sense

The growth in volume and complexity of people's activities aimed at satisfying their needs led to the need to record knowledge and achievements of practice in the form of descriptions. Moreover, such descriptions contained neither the collected generalized experience of different people, sometimes even many generations. Such generalized practical knowledge formed the basis of folk wisdom.

In the early stages of history, human wisdom was first attributed to the gods, and it was bestowed on individuals as a gift. For the ancient Greeks, it was the personification of wisdom. Athena. Pallas. It was believed that people who touched the “spark of God” acquired the ability to reason about the unknown, to predict the course of events directed by the gods themselves. With the destruction of the foundations of a society in which mythology reigned, the understanding of wisdom also changed. It began to be interpreted as the ability to understand earthly events by themselves, without correlation with the world. Bogiogiv.

Based on the generalization of experience, unique aphorisms, sayings, and judgments containing practical conclusions arose. Everyone knows the expression: “Strike while the iron is hot.” ​​This judgment was born from the observation that metal can be processed in a state where it is easier to process. It means a call to do something on time while conditions are conducive to activity. Now it can mean actions completely unrelated to anyone’s craft. Most of the provisions of folk wisdom, recorded in proverbs, sayings, riddles, are primarily associated with practical objective activity.

Riddles are closely related to the art of ancient oracles, predictors, and soothsayers. And at the same time, the folk riddle is accessible to any person with natural intelligence and life experience

A distinctive feature of folk wisdom as a kind of set of recipes for behavior for different cases is its heterogeneity and inconsistency. This is due to the fact that it records the attitude of different people to the same phenomena and actions. In the body of folk wisdom one can find directly opposite judgments on the same issue. For example: “Don’t put off until tomorrow what you can do today,” and next to it: “Early in the evening, the wiser.” You yourself can continue to select such paired judgments at the level of folk wisdom.

Now let's turn to what common sense is. The dictionary defines it as people's views on the surrounding reality and themselves, which spontaneously develop under the influence of everyday experience, and these absorptions are the basis for practical activity and morality. Let's try to understand this interpretation.

Previously, common sense included certain knowledge acquired spontaneously, without special cognitive activity. This information is assimilated to the extent that a person masters the living, direct experience of modern life. Chesnokov, human life skills. In this sense, common sense constitutes the so-called natural thinking and is inherent in every healthy person. So, from the point of view of common sense, if you don’t know how to use some device, it is advisable to ask someone who knows, and if there is none, do not touch the device unless absolutely necessary. Common sense dictates that it is better not to do anything that could harm others and yourself.

Undoubtedly, common sense records seemingly obvious information that has been repeatedly verified. But can you always trust only him in everything? Just common sense?

It should be noted that common sense, being closely related to the experience of many people, is entangled in misconceptions, prejudices, stable ideas, stereotypes, accepted by people of a given era as absolute, unshakable truths. Yes, in times. Homer considered the existence of people with dog heads possible. This caused surprise, but not doubt. Common sense is a rather conservative phenomenon, almost invariably, new dates hardly displace the previous ones, but changes still occur over time. Perhaps it is not bad that in the process of continuous development of ideas about the world, some areas of knowledge remain unchanged; it is not so much shy of science as of the living experience of our ancestors.

Social studies 10th grade

Lesson topic: The variety of ways to understand the world

Target: explain the concepts and terms: “levels of human knowledge”, “mythological knowledge”, “rational-logical knowledge”, “life experience”, “common sense”, “eschatalogy”, “parascience”;

Tasks:

introduce the types and levels of human knowledge;

develop in students the ability to carry out a comprehensive search, systematize social information on a topic, compare, analyze, draw conclusions, rationally solve cognitive and problem tasks;

contribute to the development of students' civic position.

Lesson type: lesson - business game.

During the classes

I. Organizational moment

In history, various types of knowledge have been considered: rational and sensual, logical and illogical, scientific and non-scientific, everyday and artistic, moral and philosophical, etc. And the process of cognition is not always carried out in written form. or in scientific laboratories. People did not always strive for academic knowledge. Every prayer, said I.S. Turgenev, comes down to one thing: “Lord, make sure that two and two do not make four.”

Does humanity really need faith in the miraculous?

What role did fantasy play in the process of learning the truth?

Does art help us better understand the world?

Let's think about these questions.

Lesson topic: “Diversity of ways to understand the world.” We will consider the following questions:

1. Myth and knowledge of the world.

2. “And experience, the son of difficult mistakes...”

3. Folk wisdom and common sense.

4. Knowledge through art.

5. Where science ends.

II. New material

Even now, in the 21st century, most people do not draw information about the world from scientific treatises. Like mushrooms they grow astrological forecasts, advertisements appear with promises to solve all problems from “famous” clairvoyants, mass wellness sessions By . Therefore, along with science, there are many ways of knowledge. This will be discussed in the lesson, which I propose to conduct in the form of a role-playing game.

So, the class should be divided into groups, each of which will represent a certain role as convinced supporters of their own, unscientific ways of knowing the world and truth. There is only one condition: you must be convincing when presenting your way of knowing. And for this you will have to work with the materials of the paragraph and additional materials.

Group 1 prepares a speech in defense of mythological knowledge, using paragraph 1 “Myth and knowledge of the world” § 23 and additional material.

Group 2 prepares a speech in defense of everyday knowledge, using paragraph 2 “And experience, the son of difficult mistakes...” § 23 and additional material.

Group 3 prepares a speech in defense of folk wisdom and common sense, using paragraph 3 “Folk wisdom and common sense” § 23 and additional material.

Group 4 prepares a speech in defense of artistic and figurative knowledge, using paragraph 1 “Myth and knowledge of the world” § 23 and additional material.

Group 5 prepares a speech in defense of parascientific knowledge, using paragraph 4 “Where science ends” § 23 and additional material.

Each group will present the results of their work at the roundtable meeting. ", based on questions and tasks.

Material for group 1

Mythology

Man's attempts to create a picture of the universe were first carried out in the form of myths. For a long time, the myth was considered a fantastic invention, a fairy tale created by ignorant savages. But in this case, it remains unclear why people, in conditions of a brutal struggle for existence, would tell each other fairy tales?

Through the efforts of a whole generation of researchers, the importance of myth for the development of society has finally been revealed.

What is a myth and how did it appear?

Myth is a word, a legend. According to N.A.’s definition Berdyaev, myth is the desacralization (removal of holiness, mysticism, “secularization”) of secret, magical knowledge. This is said rather one-sidedly, but essentially true. Myth is really a certain word that establishes a connection between the real world and the secret, sacred world. Bringing higher meanings into the world, myth comprehends, organizes, harmonizes, and makes it manageable.

Myth is the true Prometheus, who brought down heavenly fire (secret knowledge and hidden meaning) to Earth and thereby enlightened this world. Myth is a virgin, autocratic, royal word. The world is supported by myth: myth reproduces the world, protects it, restores order in it.

Myth, thus, appears, according to the definition of the Russian philosopher and religious thinker Alexei Fedorovich Losev (1893-1988), as a magical word (name), that is, a word that reveals the secret essence of the world and allows one to simultaneously influence the world and subjugate it. In this incarnation (quality), myth is the predecessor of science in its transformative and cognitive role.

Nowadays, it has become clear that the most ancient forms of understanding the world not only do not remain at the origins of history, but continue to live. It turns out that mythological consciousness is capable of forming new rings on the living tree of culture, new branches and giving unexpected fruits. The introduction of meanings from the secret depths of the human soul, into which even science cannot look, is easily accomplished, of course, by myth. It is sometimes difficult to recognize it in a new modern guise - sometimes scientific, sometimes poetic, sometimes philosophical, but an experienced philosopher will immediately determine: this is a modern myth.

So, the myth lives, dies and is reborn again. It cannot be eliminated. After all, modern researchers can draw an abyss of knowledge from it.

Before you is one of the ancients Greek myths, read it and answer the questions to it.

The first was Darkness, and from the Darkness arose Chaos. From the union of Darkness with Chaos, Night, Day, Erebus (darkness) and Air arose.

From the union of Night with Erebus arose Doom, Old Age, Death, Murder, Voluptuousness, Sleep, Dreams, Quarrel, Sadness, Annoyance, Nemesis, Inevitability, Joy, Friendship, Compassion, Moira (goddesses of fate) and Hesperides (nymphs, guardians of the eternal golden apples youth).

From the union of Night, Air and Day, Gaia-Earth, Sky and Sea arose.

From the union of Air and Gaia-Earth arose Fear, Tiring Labor, Rage, Enmity, Deception, Oaths, Blinding of the Soul, Intemperance, Controversy, Oblivion, Sorrow, Pride, Battles, as well as the Ocean, Metis (thought), Titans, Tartarus (space , located in the very depths of space, below Hades), three Erinnyes, or Furies (goddesses of revenge and remorse).

From the union of Earth and Tartarus, giants arose.

The myths below were created by different peoples. But there is something that unites them all. What general idea do they convey? What can they tell us?

Ancient Egyptian mythology says that the first people were created by the god of fertility from clay on a potter's wheel.

Akkadian myths contain information that the gods created people from clay in pairs, and then infused life into them through the umbilical cord.

The myths of the peoples of Scandinavia tell how the gods found unfinished figures of the first couple of people on the seashore and brought them to life. The figures were made of different types of wood. This is how Ask (Ash) and Embla (Willow) were born.

Some peoples living in Burma and Bangladesh believe that humans descended from birds.

The ancient Chinese myth of Pan-gu tells about the origin of the world from the parts of a deceased creature. His breath became wind and clouds, his voice became thunder, his blood became rivers and ponds, his hair and mustache became constellations, his sweat became rain and dew. Humans descended from insects that lived on Pan-gu's body.

Indians from the Jaivats tribe believed that they descended from the monkey god Hanuman, who could fly, change his appearance, and could tear hills and mountains out of the ground. Some tribes of Tibet associate their origins with monkey ancestors. Among the tribes of the Malay Peninsula (Southeast Asia) there is a legend that they are descendants of white monkeys.

Myth is the first form of knowledge and explanation of society

The main thematic cycles of myths:

cosmogonic myths - myths about the origin of the world and the Universe;

anthropogonistic myths - myths about the origin of man and human society;

myths about cultural heroes - myths about the origin and introduction of certain cultural goods;

eschatological myths - myths about the “end of the world”, the end of time;

biographical motives - birth, initiation into full-age status, marriage, death of mythological heroes.

The role and meaning of myths:

we gain knowledge about the system of rules and values ​​​​accepted in a given society;

we create a picture of the holistic life of the people;

myths preserve the life experiences of peoples;

comprehending myths, a person correlates his personal experience with the generic experience of the collective, community of people;

ensures continuity of cultural experience;

conveys the best moral qualities of the heroes and invites them to follow subsequent generations.

Material for group 2

The historian of the last century S. M. Solovyov described the construction of the Assumption Cathedral in the Moscow Kremlin. Read the text and think about what practical knowledge the Russian people acquired during the construction of the cathedral.

From “History of Russia since ancient times”

The cathedral church was considered the main decoration of the city, and Moscow could least boast of this decoration. The Cathedral Church of the Assumption, built under Kalita, had already become so dilapidated that the vaults began to move, and therefore they were forced to support the building with thick wooden pillars; it was necessary to think about building another church, and so in 1472, Metropolitan Philip called two masters - Krivtsov and Myshkin - and asked them if they would undertake to build a church the same as the Vladimir Cathedral of the Virgin. The craftsmen took it upon themselves, and the Metropolitan ordered a large collection of silver from all priests and monasteries for the church building, and the boyars and guests voluntarily gave money; when the silver was collected, they got down to business, destroyed the old church and began to build a new one; but when the vaults began to be lowered in the third year, the building collapsed. The Grand Duke sent to Pskov for the local craftsmen who came from the German land; the craftsmen arrived, examined the collapsed building, praised the smoothness of the work, but cursed the lime, which dissolved liquidly and did not stick well, which was the main reason for the fragility of the work. The Pskov masters, however, were not allowed to correct the mistake of Krivtsov and Myshkin; In all likelihood, Sofia Fominichna, who had arrived in Moscow shortly before, persuaded her husband to call a more reliable artist from Italy, and the Grand Duke, sending Semyon Tolbuzin to Venice, ordered him to look for a church master there. Tolbuzin found many craftsmen in Venice, but only one of them agreed to go to Moscow for ten rubles a month salary; it was the Bolognese native Aristotle Fioravanti; and he was even forcibly released with Tolbuzin, Aristotle brought his son Andrei and student Peter; Having examined the old church works, he praised their smoothness, but said that the lime was not sticky and the stone was not hard, which is why he announced that he would start doing everything again; he smashed the remains of the former building with a battering machine - a ram. “An amazing thing,” says the chronicler. “They did it for three years, but it fell apart in less than a week; they didn’t have time to remove the stone.” Aristotle also went to Vladimir; Having examined the church there, he praised it and said: “This is the work of some of our craftsmen.” He built a kiln for firing bricks behind the Andronev Monastery, making bricks as before, but longer and harder; in order to break them, it was necessary to soak them in water first; He also ordered the lime to be stirred thickly, so that when it dries, you can’t split it with a knife; Aristotle made a wheel to lift stones; It was wonderful to watch how they lifted stones with a wheel, attaching them to a rope. Aristotle began his work in 1475 and finished it in 1479. John celebrated the consecration of the cathedral church magnificently: he ordered alms to be distributed throughout the city, treated the metropolitan, bishops, archimandrites and all the boyars to dinner; the next day, the Metropolitan and all the cathedrals (white clergy) dined with the sovereign in the middle upper room, and the Grand Duke himself stood in front of them and with his son. All the cathedrals ate and drank in the grand ducal courtyard for seven days. But Aristotle’s activity was not limited to the construction of the Assumption Cathedral, for he was not only a skilled murol (architect), but also knew how to cast and fire cannons, cast bells, and mint coins.

Read the episode from the story “Lefty” by N. S. Leskov, where the tsar examines through a small scope the work - horseshoes on the legs of a mechanical “Aglitsky” flea and cannot see them in any way, and answer the question about how everyday experience helped the master cope with the task: shoe a flea.

If there were a better microscope, which magnifies five million times, you would deign to see that on each horseshoe the artist’s name is displayed: which Russian master made that horseshoe.

And is your name on there? - asked the sovereign.

“No way,” answered the left-handed man, “I’m the only one who doesn’t exist.”

Why?

But because I worked smaller than these horseshoes: I forged the nails with which the horseshoes are hammered - no small scope can take them there.

The Emperor asked:

Where is your small scope with which you could produce this surprise?

And the left-hander replied:

We are poor people and due to our poverty we do not have a small scope, but our eyes are so focused.

What practical activities or everyday situations gave rise to the following proverbs and sayings? Continue their series by choosing your own examples.

You recognize a person when you spoon him out with a spoon.

A tailor without a caftan, a shoemaker without boots, and a carpenter without doors.

The buyer of the house praises, and the merchant - in the shop.

A home penny is better than a visiting ruble.

“And experience, the son of difficult mistakes...”

The experience of everyday life (life practice) is a special way of understanding the world.

Its peculiarity is that acquiring knowledge is not an end in itself, but a “by-product.”

The way to form practical knowledge is through work.

Practical knowledge does not pretend to be theoretically justified and does without it.

Practical knowledge has its own language: “a little bit”, “by eye”.

Not only practical knowledge is acquired, but also assessments and norms of behavior (spiritual and practical).

Material for group 3

Here are Russian folk tales and proverbs on social and everyday topics. Having become acquainted with them, try to prove the legitimacy of N. A. Nekrasov’s statement: “Russian folk legends, proverbs... finally, Russian folk tales are the memory of our long past, the repository of Russian history.”

Stubborn wife

There lived a husband and wife. My husband went to the market and bought cats. Comes home. The wife looked: there were cats in a bag. “Husband,” he says, “who wants cats ku-gGil?” - “Mother.” - “I’ll die!” Why did you buy cats for your mother?”

He doesn’t eat for a day, then he doesn’t eat for two. The husband came: “Well, what are you doing, why are you dying?” - “Tell me, who did you buy the cats for?” - “Mother.”

She doesn’t drink, doesn’t eat, and is lying sick. Again the husband comes: “Well, why are you dying?” - “Tell me, who did you buy the cats for?” - “Mother.”

She became more ill; they sent for the priest. The husband comes: “Well, why are you dying?” - “Who did you buy the cats for?” - “Mother.”

The priest came. My husband comes up again. She asks: “Who did you buy the cats for?” - “Mother.” - “Make a coffin, put me in a coffin!”

They made a coffin, put him in a coffin, and took him to bury him. Her husband comes up to her: “Stupid! Why are you dying? - “Tell me, who did you buy the cats for?” - “Mother!” - “Bury me in the ground!”

So they buried it.

Shemyakin court

Once upon a time there were two brothers: one was rich, the other poor. A poor man came to a rich man to ask for a horse. The rich man gave me a horse, but no harness. Well, what should the poor brother do? He tied the cart to the tail, went into the forest and chopped a large load of firewood. I arrived home, opened the gate, and the cart got stuck in it; the horse jerked - the tail came off. He brings a horse without a tail to his brother, and his brother gets angry: “I will take you to Shemyaka the Judge!”

Go. We drove and drove, night came. We went to a rich merchant. The rich and the rich sit, eat, drink vodka, and the poor man lies on the stove; he wanted to see what the rich were eating, he hung from the stove, could not resist, fell into the cradle and crushed the child. The merchant shouted: “And I will go to Shemyaka the judge!”

The three of us have already left. As they drive, there is a large bridge along the road. The poor man thinks: “I’m lost anyway. Let me jump off the bridge and kill myself.” And below the master was carrying his sick father. The poor man jumped off the bridge and fell straight on the sick man and killed him.

The master began to lament: “And I will go to Shemyaka the judge!” They come to the judge. The rich brother complains, but the poor brother wraps the stone in a scarf and shows it to the judge. Shemyaka the judge thinks that he wants to give him money, and says to the rich brother: “Give him the horse, and let him keep it until the tail grows!”

The merchant began to complain, and the poor man again pointed to the stone in the scarf to the judge. Shemyaka the judge says to the merchant: “Give him your wife, and let him keep her until the child is born!”

The master began to complain, and the poor man again pointed to the stone in the scarf to Shemyaka. He says: “You, poor man, stand under the bridge, and you,” he says to the master, “jump on him and kill him.”

When everyone has left, Shemyaka calls the poor man: give me the money, and he unfolds his handkerchief and says: “If it weren’t for me to judge, I would kill Shemyaka the judge!” Shemyaka the judge was delighted: “Thank God that I judged this way!”

So a poor man comes to his brother for a horse, and he says to him: “I’ll give you a cow, a few quarters of bread, just leave the horse!” The poor man took all this and went to the merchant. The merchant got scared and began to ask him: “I’ll give you a bull and a few quarters of bread, just don’t take the mistress!” The poor man took all this and went to the master. “Well,” he says, “I’ll stand under the bridge, and you jump on me.” The master was afraid to jump from the bridge and asked: “Take a horse and a few quarters of bread, but I won’t jump...”

The poor man took all this for himself and now lives richly.

What value judgments follow from the following proverbs? Do you agree with their assessment?

Don't ask the old - ask the experienced.

For some, grief is learning, for others, torment.

You won't become a master without messing things up.

Lived among people, saw the world; he put an ax on his foot and belted it with an axe.

It is better to live poor than to become rich through sin.

Folk wisdom and common sense

Folk wisdom is generalized practical knowledge.

Examples of folk wisdom:

aphorisms: “If you love to ride, you also love to carry a sled”;

sayings: “You can’t even pull a fish out of a pond without difficulty”;

judgments: “Strike while the iron is hot”;

riddles: “What you want, you can’t buy; What you don’t need, you can’t sell.”

A distinctive feature of folk wisdom is a set of recipes for behavior for different occasions in life.

Common sense - spontaneously developing views of people on the surrounding reality and themselves under the influence of everyday experience

Material for group 4

1. Select an excerpt from a literary work that clearly demonstrates the validity of Hesiod’s statement: “The Muses tell lies that resemble the truth.”

2. Analyze the poem.

After visiting the Parisian cemetery of Saint-Genieve des Bois, where many participants in the white movement were buried, R. Rozhdestvensky wrote the following poems:

I touch history with my palm.

I'm going through the civil war...

How they would like to go to the Mother See

One day ride on a white horse!..

How they are forgotten after, the former -

Cursing everything now and in the future,

Eager to look at her

The victorious one

Let it be incomprehensible

Let the unforgiving

native land

And - die!

Noon:

Birch glow of peace.

There are Russian domes in the sky,

And the clouds are like white horses,

They rush over the canopy of Sainte-Genevieve des Bois.

3. Before you is a painting by S. V. Ivanov “In the order of Moscow times.”

What can you learn about the 17th century political system by looking at it?

Knowledge through art

Works of art help to feel the spirit of the times.

The peculiarity of this form of cognition is an artistic generalization, an image. They help to imagine an ideal thought through a real embodiment and understand this embodiment through the expression of a thought.

An artistic image creates a hypothesis of the surrounding world or its parts.

Material for group 5

What phenomenon does the text below illustrate? What do you think about this phenomenon?

The famous English physicist J. Rayleigh was interested in parapsychology and spiritualism, and at the end of his life he was even president of the Society for Psychical Research. He approached the study of all these mysterious phenomena with the thoroughness of an experimental physicist. So, to test the abilities of one medium, who could make spirits write and draw during a spiritualistic seance in the dark, Rayleigh sealed a sheet of paper and two pencils in a large retort. The experiment ended in failure; the guests from the other world could not leave a trace on paper. This retort is kept in the Rayleigh House Museum in Essex, and the paper has remained clean for over 120 years.

What is your opinion about the following information? Give reasons for your answer.

Some enthusiasts are trying, if not to prove the existence of ghosts and apparitions, then at least to rationally explain where these phantoms can come from. Canadian neurophysiologist M. Persinger collected 203 reports of the appearance of ghosts of the dead over the past 37 years and compared them with geographical data on magnetic activity on the corresponding days. It turned out that ghosts usually appear during times of high geomagnetic activity, during periods of magnetic storms.

Where science ends The characteristic features of parascience are the vagueness and mystery of the information with which it operates.

The reason for its appearance is the limited capabilities of science, which cannot answer all questions.

Distinctive features of parascience:

Parascience is distinguished by its claim to universality.

Excessive demands for attention to oneself.

Intolerance towards traditional science is common. The positive impact of parascience is that it contributes to the emergence of new scientific problems.

III. Lesson summary

Our press conference is over. Let's sum it up.

What unscientific ways of knowing the truth have we become familiar with? Which one did you find most convincing?

What unites all these areas?

Is it possible to say that non-scientific knowledge leads a person to the truth? Give reasons for your answer.

Complete the tasks for the paragraph.

Homework

Learn § 23, complete the tasks.

Mythological knowledge tries to explain the world in fantastic and emotional images. In the early stages of development, humanity did not yet have enough experience to understand the true causes of many phenomena, so they were explained with the help of myths and legends, without taking into account cause-and-effect relationships. For all its fantastic nature, myth performed important functions: within its capabilities, it interpreted questions of the origin of the world and man and explained natural phenomena, thereby satisfying man’s desire for knowledge, provided certain models for activity, defining rules of behavior, passing on experience and traditional values ​​from generation to generation. per generation.

2. Religious knowledge
Religious knowledge is thinking on the basis of dogmas recognized as irrefutable. Reality is viewed through the prism of “articles of faith,” the main one of which is the requirement to believe in the supernatural. As a rule, religion is focused on spiritual self-knowledge, occupying a niche in which both ordinary and scientific knowledge are powerless. Religion, being a form of obtaining and expanding spiritual experience, has had a significant impact on the development of mankind.

3. Everyday practical knowledge

Everyday practical knowledge is based on common sense, everyday intelligence and life experience and is necessary for correct orientation in repetitive situations of everyday life, for physical work. I. Kant called the cognitive ability that ensures such activity reason.

4. Artistic knowledge

Artistic knowledge is based not on scientific concepts, but on holistic artistic images and allows you to feel and sensually express - in literature, music, painting, sculpture - subtle shades of mental movements, human individuality, feelings and emotions, the uniqueness of every moment of a person’s life and the nature that surrounds him. .The artistic image seems to complement scientific concept. If science tries to show the objective side of the world, then art (along with religion) is its personally colored component.

5. Philosophical knowledge

Philosophical knowledge, considering the world as an integrity, is primarily a synthesis of scientific and artistic types of knowledge. Philosophy thinks not in concepts and images, but in “concept-images” or concepts. On the one hand, these concepts are close to scientific concepts, since they are expressed in terms, and on the other hand, to artistic images, since these concepts are not as strict and unambiguous as in science; rather, they are symbolic. Philosophy can also use elements of religious knowledge (religious philosophy), although in itself it does not require a person to believe in the supernatural.

6. Parascience
Unlike these types, scientific knowledge presupposes an explanation, a search for patterns in each area of ​​its research, requires strict evidence, a clear and objective description of facts in the form of a coherent and consistent system. At the same time, science is not completely opposed to everyday practical knowledge, accepting some elements of experience, and everyday experience itself in modern times takes into account many of the data of science.

Slide 1

MBOU "Lyceum No. 12", Novosibirsk teacher of the VKK Stadnichuk T.M.

Slide 2

In the history of the science of knowledge and cognition, various types of knowledge were considered. 1. In ancient times, a distinction was established between knowledge and opinion. 2. The Middle Ages were especially concerned about the relationship between knowledge and faith. 3. The successes of the natural sciences in modern times led to the identification of knowledge and science. Scientific knowledge became the main object of epistemology - the theory of knowledge.

Slide 3

Before science was formed, there were other ways of cognitively relating to the world. But even today, at the beginning of the 21st century, most people do not draw much information about the world from scientific treatises. Along with science, there are other ways of knowledge.

Slide 4

MYTH AND KNOWLEDGE OF THE WORLD
The earliest way of understanding reality was myth. Myth (ancient Greek μῦθος - speech, word; legend, tradition) is a narrative that conveys people’s ideas about the world, man’s place in it, the origin of all things, about gods and heroes. Unlike science, myth replaces explanation with a story about the origin, creation of the universe or its parts.

Slide 5

The myths also affirmed the system of rules and values ​​​​accepted in a given society. the main task myth - to set samples, models for every important action performed by a person, myth made it possible for a person to find meaning in life.
MYTH AND KNOWLEDGE OF THE WORLD

Slide 6

Cosmogonic myths - myths about creation, myths about the origin of the cosmos from chaos, the main initial plot of most mythologies. Serve to explain the origin of the world and life on Earth. One of the common plots of cosmogonic myths is the birth of the world from the world egg.
MYTH AND KNOWLEDGE OF THE WORLD
William Blake "The Great Architect"

Slide 7

Anthropogonic, or myths about the creation of man, the mythical ancestors of the people, the first human couple, etc. Cosmogonic and anthropogonic myths are often interrelated, often the same gods are responsible for both the creation of the world and the creation of man.
MYTH AND KNOWLEDGE OF THE WORLD
The creation of man by Prometheus.

Slide 8

Eschatological myths are myths about the end of the world; they exist along with cosmogonic myths and are associated with the confrontation between the forces of chaos and space. A variety of such myths are myths about the supposed end of the world in the future, for example the German myth of Ragnarok.
MYTH AND KNOWLEDGE OF THE WORLD

Slide 9

Calendar myths are the mythologization of the change of time cycles - day and night, winter and summer, up to cosmic cycles. They are associated with astronomical observations, astrology, New Year celebrations, harvest festivals and other calendar events.
MYTH AND KNOWLEDGE OF THE WORLD
Yarilo
Ra

Slide 10

Heroic myths are myths about heroes, who can be either children of gods from a mortal woman, or simply legendary figures of the epic. Special category heroes are cultural heroes - mythical heroes who have made a serious contribution to the culture of the people. Often a cultural hero is a demiurge, participating in creation along with the gods, or obtaining or inventing various cultural objects for people.
MYTH AND KNOWLEDGE OF THE WORLD
Prometheus

Slide 11

One of ancient beliefs, preserved among some peoples to this day, is totemism. Some scientists believe that it was from the belief in the consanguinity of people and animals that myths about werewolves arose - legends about the reincarnation of a person into a wolf, tiger, bear, etc.
MYTH AND KNOWLEDGE OF THE WORLD
Sky in the form of a cow Nut

Slide 12

Quite often in totemic myths the theme of marriage of a zoomorphic creature and an ordinary person occurs. As a rule, this is how the origin of nationalities is explained. The Kyrgyz, Orochi, and Koreans have this. Hence the images of fairy tales about the frog princess or Finist the Bright Falcon.
MYTH AND KNOWLEDGE OF THE WORLD

Slide 13

Astral myths are close to cosmogonic myths, telling about the origin of stars and planets (it is on them that astrology is based). Constellations are transformed animals, plants and even people.
MYTH AND KNOWLEDGE OF THE WORLD
Milky Way
Aquarius

Slide 14

Cult myths tell about the root cause of any action. A classic example is bacchanalia organized in honor of ancient Greek god Dionysus.
MYTH AND KNOWLEDGE OF THE WORLD

Slide 15

Myths, purified of ritual and elements of holiness, gave rise to fairy tales. The ancient heroic epic also goes back to myths, that is, a legend about the past containing a holistic picture of the life of the people. The most famous examples of heroic epics, closely related to mythology, are the Iliad, Odyssey, Ramayana, etc.
MYTH AND KNOWLEDGE OF THE WORLD
Odysseus
Sita and Rama Ramayana

Slide 16

Studies of myths in the 20th century Ritualism: the most prominent representative his was J. Fraser. He considered myths to be ritual texts, in which everything is not accidental, everything has its place and time. These texts cannot be deviated from, and their true meaning is accessible to few.
MYTH AND KNOWLEDGE OF THE WORLD
Functionalism: Lévy Bruhl saw in myth a way of maintaining a certain order, which binds together not only the community of people living at the same time and in the same place, but also their ancestors. (continuity of the culture of the people).

Slide 17

But some features of mythological consciousness are preserved to this day. Many of us still believe that a few simple ideas can explain all the diversity of the world.
MYTH AND KNOWLEDGE OF THE WORLD
1. Myths of political and social life that are created by politicians, parties, journalists: “racial purity”, “welfare state”
2. Myths related to ethnic and religious self-identification: myths about Russia and Orthodoxy in the past and present, the myth about “Russian barbarism”

Slide 18

3. Myths associated with non-religious beliefs: myths about UFOs, Bigfoot, psychic healers
MYTH AND KNOWLEDGE OF THE WORLD
4. Myths associated with popular culture: about a healthy lifestyle, the dangers of milk, bird flu, about America and the American dream

Slide 19

A special way of understanding the world is life practice, the experience of everyday life.
“AND EXPERIENCE, THE SON OF HARD MISTAKES...”
Unlike science, where knowledge is an end in itself, in practical experience it is a “by-product”; The way to form practical knowledge was apprenticeship; Practical knowledge also has its own language: “by eye”, “a little bit”; Practical knowledge does not pretend to be theoretically justified.

Slide 20

Generalized practical knowledge formed the basis of folk wisdom. From the generalization of experience, unique aphorisms, sayings, and judgments containing practical conclusions arose.
FOLK WISDOM
Strike while the iron is hot. Such are the works, such are the fruits. Spring feeds the year. Time cures. Where someone was born, that’s where he fits in. The hut is not red in its corners, but red in its pies. Two deaths cannot happen, but one cannot be avoided.

Slide 21

A distinctive feature of folk wisdom as a kind of set of recipes for behavior for different cases is its heterogeneity and inconsistency.
FOLK WISDOM
Work is not a wolf; it will not run away into the forest.
He who is glad to work will be rich in bread.

Slide 22

Common sense is people’s views on the surrounding reality and themselves, spontaneously formed under the influence of everyday experience, and these views are the basis for practical activity and morality: Helps to navigate the environment Indicates the direction and method of action Does not rise to a scientific explanation
FOLK WISDOM

Slide 23

Art, like science, understands the world around us. However, unlike the scientist, the artist, reproducing forms and phenomena visible world, expresses first of all his attitude, experiences and state of mind.
ART

Slide 24

A specific way of artistic cognition is artistic generalization, an image. Being a reflection of reality, the image has certain properties of a real object.
ART

Slide 25

ART

Slide 26

In ancient and medieval art, the place of the artistic image was occupied by the canon - a set of applied rules of artistic or poetic craft.
ART
ANDREY RUBLEV
SIMON USHAKOV
DIONYSIUS

Slide 27

During the Renaissance, the idea of ​​style appeared as the right of the artist to create a work in accordance with his creative initiative, i.e. create the world according to your own idea of ​​it. ... In painting, the resemblance of a real person to his image was so close that he seemed alive.
ART
R. SANTI “MADONNA BELVEDERE”