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Ordinary knowledge. Broad analogies and syncretism

A person without ideas about the world around him cannot exist. Ordinary knowledge allows you to combine the wisdom of many generations, to teach everyone how to properly interact with each other. Don't believe? Then let's take a closer look at everything.

Where did knowledge come from?

Thanks to thinking, people have improved their knowledge of the reality around them for centuries. Any information that comes from the external environment is analyzed by our brain. This is a standard interaction process. It is upon this that common knowledge is built. Any result is taken into account - negative and positive. Further, it is connected by our brain with the already existing knowledge, thus the accumulation of experience takes place. This process occurs constantly and ends only at the time of death of a person.

Forms of knowledge of the world

There are several forms of knowledge of the world, and each name clearly shows what is the basis on which everything is built. In total, 5 such knowledge can be distinguished:

Ordinary. It is believed that it is from it that all other methods of knowing the world originate. And this is completely logical. After all, this knowledge is primary and every person has it.
religious knowledge. A fairly large percentage of people know themselves through this form. Many believe that through God you can know yourself. In most religious books, you can find a description of the creation of the world and learn about the mechanics of some processes (for example, about the appearance of a person, about the interaction of people, etc.).
Scientific. Previously, this knowledge was in close contact with the ordinary and often followed from it as a logical continuation. At the present moment, science has become isolated.
Creative. Thanks to him, knowledge is transmitted through artistic images.
Philosophical. This form of knowledge is built on reflections on the purpose of man, his place in the world and the universe.

The first stage of ordinary knowledge

Knowledge of the world is a continuous process. And it is built on the basis of knowledge that a person receives through self-development or from other people. At first glance it may seem that this is all quite simple. But it is not. Ordinary knowledge is the result of observations, experiments and the skills of thousands of people. This baggage of information has been passed down through the ages and is the result of intellectual labor.

The first step is the knowledge of a particular person. They may differ. It depends on the standard of living, education received, place of residence, religion and many other factors that directly or indirectly affect a person. An example is the rules of communication in a particular society, knowledge about natural phenomena. Even the recipe that was read in the local newspaper refers specifically to the first step. Knowledge that is passed down from generation to generation also belongs to the 1st level. This is a life experience that has been accumulated professionally and is often referred to as a family affair. Often recipes for making wine are considered family property and are not told to strangers. With each generation, new knowledge is added to knowledge, based on the technologies of the present.

Second step

Collective knowledge already belongs to this layer. Various prohibitions, signs - all this refers to worldly wisdom.

For example, many signs are still used in the field of weather prediction. Signs on the topic "good luck / failure" are also popular. But it should be borne in mind that in different countries they can be directly opposite to each other. In Russia, if a black cat crosses the road, it is considered bad luck. In some other countries, this promises, on the contrary, great luck. This is a prime example of common knowledge.

Signs associated with the weather very clearly notice the slightest changes in the behavior of animals. Science knows more than six hundred animals that behave differently. These laws of nature have been formed for more than one decade and even more than one century. This accumulated life experience is used even in the modern world by meteorologists to confirm their forecasts.

The third layer of worldly wisdom

Ordinary knowledge is presented here in the form of philosophical ideas of a person. And here, again, there are differences. A remote villager who does housework and earns his living by doing this talks about life differently than a well-to-do city manager. The first will think that the main thing in life is honest, hard work, while the philosophical ideas of the other will be based on material values.

Worldly wisdom is built on the principles of behavior. For example, that you should not swear with your neighbors or that your shirt is much closer to your body, and you need to think about yourself first of all.

There are many examples of everyday knowledge of the world, and it is constantly supplemented by new patterns. This is due to the fact that a person constantly learns something new and logical connections are built by themselves. When repeating the same actions, their own picture of the world is built.

Properties of ordinary knowledge

The first point is inconsistency. Not always a particular individual is ready to develop and learn something new. He can be completely satisfied with everything that surrounds him. And replenishment of ordinary knowledge will occur sometimes.

The second property is inconsistency. This can be especially clearly illustrated by the example of signs. For one person, a black cat that crosses the road promises grief, and for the second - happiness and good luck.

The third quality is the focus not on all spheres of human life.

Features of ordinary knowledge

These include:

Focus on human life and its interaction with the outside world. Worldly wisdom teaches how to run a household, how to communicate with people, how to get married / get married and much more. Scientific knowledge studies the processes and phenomena associated with a person, but the process itself and the information are fundamentally different.
subjective character. Knowledge always depends on the standard of living of a person, his cultural development, field of activity and the like. That is, a particular individual relies not only on what he was told about this or that phenomenon, but also makes his contribution. In science, everything is subject to specific laws and can be interpreted unambiguously.
Focus on the present. Ordinary knowledge does not look far into the future. It is based on existing knowledge, and it has little interest in the exact sciences and their development in the future.

Differences between scientific and ordinary

Previously, these two knowledge were closely intertwined with each other. But now scientific knowledge differs from the ordinary quite strongly. Let's take a closer look at these factors:

Applied means. In everyday life, this is usually a search for some patterns, recipes, etc. In science, special equipment is used, experiments and laws are carried out.
Level of preparation. To engage in science, a person must have certain knowledge, without which this activity will be impossible. In ordinary life, such things are completely unimportant.
Methods. Ordinary knowledge usually does not single out any specific methods, everything happens by itself. In science, methodology is important, and it depends solely on what characteristics the subject under study contains and some other factors.
Time. Worldly wisdom is always directed to the present moment. Science, on the other hand, looks to the distant future and constantly improves the knowledge it receives for a better life for mankind in the future.
Reliability. Ordinary knowledge is not systematic. The information that is presented usually forms a layer of knowledge, information, recipes, observations and guesses of thousands of generations of people. It can only be tested by putting it into practice. No other way will work. Science, on the other hand, contains specific patterns that are irrefutable and do not require proof.

Ways of ordinary knowledge

Despite the fact that, unlike science, worldly wisdom does not have a certain mandatory set of actions, it is still possible to identify some methods used in life:

A combination of the irrational and the rational.
Observations.
Trial and error method.
Generalization.
Analogies.

These are the main methods used by people. Cognition of the ordinary is a continuous process, and the human brain constantly scans the surrounding reality.

Knowledge dissemination options

A person can get ordinary knowledge in different ways.

The first is the constant contact of the individual with the outside world. A person notices patterns in his life, making them permanent. Draws conclusions from various situations, thereby forming a knowledge base. This information can relate to all levels of his life: work, study, love, communication with other people, animals, luck or failure.

The second is the media. In the age of modern technology, most people have a TV, the Internet, a cell phone. Thanks to these achievements of mankind, there is always access to news, articles, films, music, art, books and much more. Through all of the above, the individual constantly receives information that is generalized with existing knowledge.

The third is getting knowledge from other people. You can often hear various sayings for any action. For example, "don't whistle - there will be no money in the house." Or everyday practical knowledge can be expressed in the advice that a young girl receives from her mother when cooking. Both examples are worldly wisdom.

Scientific and everyday in life

Ordinary and scientific knowledge about society are closely intertwined with each other. Science "grew" out of everyday observations and experiments. So-called primitiveness still exists, that is, scientific and ordinary knowledge in chemistry, meteorology, physics, metrology and some other exact knowledge.

Scientists can take some assumptions from everyday life and look at their provability in a scientific environment. Also, scientific knowledge is often deliberately simplified in order to convey it to the population. The terms and descriptions used at the present time cannot always be correctly assimilated by ordinary people. Therefore, in this case, ordinary and scientific knowledge are closely intertwined, which makes it possible for each individual to develop along with the world and use modern technologies.

On the Internet, you can often find videos where, for example, physics is explained practically “on the fingers”, without using complex terms. This makes it possible to popularize science among the population, which leads to an increase in education.

What is cognition

Truth is the knowledge sought.

True- correspondence of thought, knowledge of a person about the world to the world itself, to objective reality. To distinguish truth from error, it is necessary to find out how much our knowledge corresponds to reality. The objectivity of truth lies in the fact that the content of knowledge coincides with objective reality and, in this sense, does not depend on the consciousness of the subject. But at the same time, the truth is subjective in the form of expression, depends on the characteristics of those people who form this theory of knowledge.

In cognition, it is necessary to proceed from the identity and difference between ordinary and scientific truths. Their identity lies in the fact that they are objective, constitute moments of a single process of cognition, mutually transform into each other. Their difference lies in the fact that everyday truth appears without science, theoretical thinking, on the basis of everyday life experience, on the basis of everyday consciousness. It is an important factor in the mental self-regulation and daily activities of the individual. Scientific truth is impossible without everyday truth; it contains it in itself in a sublimated form. Scientific truth has a profound influence on the practical activity of man and is itself possible as a result of a long theoretical study.
The concreteness of truth means that the truth of knowledge is determined not only by its correspondence to reality, but also by the specific conditions under which it correlates with this reality. All truth is both relative and absolute.

absolute truth, i.e. complete and exhaustive knowledge of the world as a whole is unattainable, since the world is infinite and inexhaustible.

Theories and knowledge of people are relative, they form the truth in some historically specific theories, statements.

Relative truth- such knowledge, which, for all its objective content, does not have completeness and is incomplete, and is further subject to refinement and development. The development of knowledge is a long, uninterrupted process of movement of relative truths, which leads to the accumulation and refinement of human knowledge. Each stage in the development of science adds new "grains" of absolute truth. And the so-called "eternal" truths are peculiar variations of the absolute truth, accumulating in themselves firmly established, precisely fixed, unquestionable facts.

The movement of human knowledge takes place in the direction of mastering the absolute truth, which is made up of the sum of relative truths. Each new stage of knowledge is limited by the level of development of science, the conditions of society, which make our knowledge relative, i.e. incomplete, approximate. Relative truths are truths that need clarification of the limits and conditions of their action, in addition, deepening, concretization, in a word, in further development.

Truth and its criteria.

In the history of philosophy, there have been various definitions of the concept of ʼʼtruthʼʼ. The most frequently used is the following: truth is the correspondence of the acquired knowledge to the content of the object of knowledge. A characteristic feature of truth is the presence of an objective and subjective side in it. The objective side shows us the truth in that part of it, the content of which does not depend on us, since it exists in objective reality. The subjective side points to the fact that in its form the truth is always subjective, since when it is received in the process of cognition, the interaction of the object and the subject of cognition takes place, in which the consciousness of the latter takes a direct part. It is customary to single out absolute truth and relative truth. Absolute truth is called complete, unchanging, once and for all established knowledge about any object or phenomenon. At the same time, in reality, this is practically unattainable. In most cases, we are dealing with relative truth (or truths), which is incomplete, limited knowledge, true only under certain conditions, which a person (humanity) possesses at a given stage of his development. The driving force of the process of cognition, as well as the criterion of truth, is practice. Moreover, this or that type of cognition has as a criterion of truth the form of practice corresponding to it, ordinary practice, observation, experiment, etc. opportunities to rely on practice (for example, identifying logical contradictions in mathematical reasoning).

The criteria of truth are divided into external and internal.

External. The truth of knowledge, theory. Testing a theory for truth is extremely important outside of this theory - in practice. But practice is an insufficient criterion of truth. Some theories cannot be practically verified (measure the distance from the Earth to the Sun), and the practice itself is constantly changing. What was once true is now false. If external criteria are not enough, then we speak of secondary-internal criteria.

Internal. 1. The criterion of logic˸ by the property of consistency (having studied the logical square, one can draw conclusions about the truth of this theory without having knowledge in this area). 2. Aesthetic criterion. 3. Economy of thought. 4. Symmetries. 5. Scientific rationality.

The language of science.

THE LANGUAGE OF SCIENCE is a complex, internally differentiated multi-layered formation, the structure and functioning of which is determined by the tasks of the formation, translation and development of scientific knowledge. The language of science is not just a form in which some external content of scientific knowledge is expressed, but precisely a way of the emergence and existence of scientific knowledge as a certain reality. The emergence and improvement of science as a special type of knowledge of the world is embodied in the genesis and development of the language of science.

The activity of developing the meanings of the terms used in the language of science determines the process of theorization of science, the emergence of more and more complex and internally differentiated conceptual structures of science and, ultimately, scientific theories. The emerging theoretical language of science includes both numerous specifically scientific terms that have no direct analogue in the pre-scientific language, and terms borrowed from ordinary language, but which have received an independent scientific meaning. In both cases, the semantics of the theoretical "constructs" of the language of science is determined by their connections in the context of the corresponding conceptual and theoretical system. In order to be an expression of real knowledge about the world given in experience, the theoretical level must have an empirical interpretation, i.e., it must be associated with such layers of the language of science that directly describe realities given in experience. The language of science as a whole is a hierarchized multi-layer structure, the levels of which are differentiated along the vertical, which determines the movement from empiricism to the abstract positions of theory. Between the various subsystems of the language of science, located on different layers of this vertical, interaction takes place, a kind of dialogue, problems of coordination and mutual understanding arise, which, however, cannot be solved by unambiguous translation, “immersion” of the semantics of one subsystem of the language of science into another.

The specific content of the language of science can be expressed both by the sign means of an ordinary natural language, and by its own special semiotics, developed only within the framework of the language of science (the language of science in the narrow sense of the word). These symbolic means developed in the language of science may include an element of visibility, visual figurativeness (various geometric models, diagrams, graphs, etc.). Visualization (figurativeness) is not counter-indicative to the language of science, however, in this case, we mean the specific imagery of a visual model that captures a special scientific content. A significant role in the language of science is played by various kinds of mathematical languages (including the language of mathematical logic), which provide the possibility of not only the exact expression of scientific thought, but also the logical analysis and processing of information contained in scientific knowledge.

The logic of scientific research.

Any scientific search from its creative idea to the final design is carried out individually, but it is possible to single out general, methodological approaches to its implementation.

Methodology - the doctrine of the structure, logic of organization, methods and means of activity in various fields of science, its theory and practice. According to the educational process in higher education, methodology is understood as a set of principles, means, methods and forms of scientific knowledge.

The value of the methodology of scientific knowledge lies in the fact that it allows you to systematize the entire volume of scientific knowledge and create conditions for the development of further, effective areas of research. The main task of the methodology of scientific knowledge is the synthesis of accumulated knowledge, which allows using the achievements of the development of science for practical purposes. Methodology studies the methods, means and techniques by which various knowledge systems are acquired, defined and built.

The methodological apparatus includes:

Principles of organizing and conducting scientific research;

Methods of scientific research and ways to determine its strategy;

Scientific apparatus: the conceptual and categorical basis of scientific research (relevance, scientific novelty, problems, object, subject, hypothesis, goal and task).

Basic principles of the methodology of knowledge:

The principle of unity of theory and practice; - the principle of objectivity;

The principle of concreteness; - the principle of development; - the principle of regularity.

There are different levels of methodological analysis, in particular:

Dynamic level: analysis of the general forms and methods of scientific thinking, its categorical approach;

Static level; principles, approaches, forms of research that are of a general scientific nature;

Analytical-synthetic level, that is, specific scientific methodology as a set of methods and principles of research that are used in a particular field of science;

The subject level, that is, disciplinary methodology as a set of research methods and principles that are used in one or another scientific discipline in a particular field of science or at the intersection of sciences, where the scientific discipline itself is the main form of organization of scientific knowledge;

Interdisciplinary level - the methodology of interdisciplinary complex research, which, according to the logic of scientific research, is the sphere of interaction between different sciences, when obtaining knowledge about the subject of research is possible only in the interaction of different subsystems, taking into account complex knowledge about the subject.

What is a scientific problem?

The situation when there is a need for a theoretical explanation of facts is called scientific problem.

Scientific problems arise under the following conditions:

1) when science has the facts, but there is still no theoretical explanation for them. 2) the problem also arises when the theory already exists, but new facts have become known that are inexplicable within its framework.

The problem is a transitional form in the development of knowledge from empirical to theoretical. It is figuratively called knowledge about ignorance. A problem arises from the facts, which contains the need to move towards theoretical knowledge. The formulation of the problem, its intended solution, and, finally, the solution of the problem itself are stages in the development of knowledge. The emerging solution is carried out in the form of an idea and a hypothesis, and the solved problem presupposes the existence of a theory.

A significant role in solving scientific problems is played by such a form of scientific knowledge as a hypothesis. A hypothesis is an assumption with which the subject of knowledge seeks to either resolve the contradictions that gave rise to a scientific problem, or to explain phenomena that cannot be explained on the basis of existing theoretical structures. The hypothesis determines the further course of research activity: the direction of theoretical research, as well as the nature of observations and experiments. Developing, the hypothesis either turns into reliable knowledge, or is theoretically or empirically refuted. In both cases, it ceases to exist as a hypothesis.

Empirical verification (confirmation or refutation) of a hypothesis is most often carried out in the form of a comparison of the consequences derived from this hypothesis with the results of observations, experiments, and measurements related to the corresponding subject area.

Sometimes direct empirical confirmation or refutation of the hypothesis is possible. This possibility occurs when a hypothesis indicates the existence of a new object (star, planet, elementary particle...) or a new phenomenon.

The theoretical verification of a hypothesis includes testing it for internal consistency and for the compliance of this hypothesis with the basic principles, laws, and theories of a given science. True, if we are talking about a hypothesis put forward to solve a fundamental scientific problem, then such a hypothesis may contradict well-established theoretical positions. Such a hypothesis can “press” the existing fundamental scientific theories and, in turn, develop into a new fundamental scientific theory.

What is a scientific theory?

A scientific theory is a system of knowledge that describes and explains a certain set of phenomena, gives justification for all the propositions put forward and reduces the laws discovered in this area to a single foundation. For example, the theory of relativity, quantum theory, the theory of state and law, etc. Let us designate the main features of scientific theory:

1. A scientific theory is knowledge about a specific subject or a strictly defined, organically related group of phenomena. The unification of knowledge into a theory is determined by its subject matter.

2. Theory as its most important feature is characterized by an explanation of a known set of facts, and not a simple description of them, the discovery of the patterns of their functioning and development.

3. The theory must have predictive power, predict the course of processes.

4. In a developed theory, all its main provisions must be united by a common beginning, a foundation.

5. Finally, all the provisions included in the content of the theory must be substantiated.

As for the structure of scientific theory, it includes,

firstly, the foundations of the theory (the axioms of Euclid's geometry, the principles of dialectics);

secondly, the laws that act as a school of scientific theory, its base;

thirdly, the key concepts, the categorical apparatus of the theory, with the help of which the main content of the theory is expressed and expounded; finally,

fourthly, ideas in which the reflection of objective reality and the setting of practical tasks for people are organically merged.

The high role and growing importance of science in the life of modern society, on the one hand, and on the other hand, the dangerous negative social consequences of thoughtlessness, and sometimes openly criminal use of the achievements of science, today increase the requirements for the moral qualities of scientists, to ethical, if we put the question more broadly. side of scientific activity. Let us outline, at least dotted, some of these ethical requirements.

First of all, a scientist must comply with universal norms of morality, and the demand from him in this respect must be higher than the average, both because of the importance of his functions and because of the high responsibility for the social results of his activity.

The second requirement is the demand for a disinterested search for truth, without any concessions to market conditions, external pressure, and so on.

The third is the focus on the search for new knowledge and its completely honest, thorough substantiation, avoiding forgery, the pursuit of a cheap sensation, and even more so plagiarism.

The fourth pillar of the ethics of science is to ensure the freedom of scientific research.

Finally, the last, fifth in a row, but of paramount importance in the ethics of science and the ethics of a scientist is a high social responsibility both for the results of one's research and, to an even greater extent, for their practical use. The heavy burden of Chernobyl testifies to the need to increase the responsibility of scientists and engineers for their decisions. The global problems of our time - environmental in particular, and not only it - indicate that the people of science, and all people in general, are required now in a new way, with increased exactingness to approach the assessment of both our cognitive and our practical activities.

What is cognition

The cognitive process is a harmonious development of knowledge in various forms and contents. That is, knowledge is understood as the movement of the mind to knowledge, truth, creative activity.

Levels of knowledge: scientific and everyday

Scientific knowledge is a defining element of science as a social category. It is this that turns it into a tool for objectively reflecting the world, explaining and predicting the mechanisms of the surrounding nature. Speaking of scientific knowledge, it is often compared with ordinary knowledge. The most fundamental difference that scientific and non-scientific knowledge has is the desire of the first for objectivity of views, for critical reflection on the proposed theories.

Ordinary cognition is the primary, basic form of human cognitive activity. It is inherent not only in children during the period of active stages of socialization, but in general people throughout their lives. Thanks to everyday knowledge, a person acquires the knowledge and skills necessary in daily life and activities. Often this knowledge is based on empirical experience, however, it has absolutely no systematization, let alone theoretical justification. We all know not to touch bare live wires. However, this does not mean at all that each of us is guided by the laws of electrodynamics. Such knowledge is expressed in the form of worldly experience and common sense. Often it remains superficial, but sufficient for normal life in society. Scientific knowledge and scientific knowledge are completely different. Innuendo and misunderstanding of processes (social, economic, physical) are unacceptable here. In this area, theoretical validity, the derivation of patterns and the prediction of subsequent events are necessary. The fact is that scientific knowledge has as its goal all-round social development.

Science as a phenomenon of modern culture did not appear from scratch - it was preceded by pre-scientific forms of knowledge that still exist and function in society. We will talk about the diversity of their forms later, in the same section we will talk about such a way of knowing the world as ordinary, everyday worldly knowledge based on common sense.

Ordinary knowledge is a way of obtaining knowledge, which is based on the labor activity of people and relationships that develop in everyday life. Ordinary knowledge arises spontaneously, reflects the external aspects of objects and phenomena, has an undifferentiated, amorphous character. They are focused on information support for the most direct, non-specialized and non-professional forms of activity and are applicable in similar, relatively simple situations. Even this incomplete characterization of everyday knowledge reveals significant differences from scientific knowledge. Scientific knowledge is aimed at comprehending the essence of phenomena, at achieving ever more complete and objective truth. If the question of the truth of everyday knowledge remains problematic in many respects, then scientific knowledge is able to give and does give true knowledge about certain events, phenomena in the life of nature and society. This is explained by the fact that the direct production of scientific knowledge as the main goal of scientific knowledge is carried out with the help of specialized means and methods that are not found in everyday practice, which serve as a kind of "filter" that allows increasing the degree of reliability, objectivity, minimizing possible errors and misconceptions. . The language of everyday knowledge and scientific knowledge is different - the first one is distinguished by ambiguity, fuzzy logical structure, and psychological associativity. Developed theoretical knowledge is fixed in terms of a high degree of abstraction, in judgments built according to the rules of an artificial language, which often makes it inaccessible to ordinary consciousness. Scientific concepts are precise, concrete, and often far, both terminologically and in essence, from ordinary language.

The indicated characteristics and differences between everyday and theoretical knowledge allow, firstly, to consider ordinary knowledge as a kind of atavism, as a primitive form of knowledge that has nothing to do with science, and, secondly, not to attach importance to everyday knowledge and knowledge. The tendency to sharply oppose science to ordinary knowledge manifested itself in the neopositivist concept of demarcation of scientific knowledge from non-scientific. The purpose of the demarcation program was to attempt to find definitive criteria by which to distinguish scientific knowledge from non-scientific, metaphysical and pseudo-scientific. However, all these concepts could not destroy the obvious position that science could not arise by itself. There was a period in the history of mankind when it did not exist, and knowledge about the world was and functioned, providing practical activities for people. And now we are largely guided by everyday knowledge. However, the common sense of modern man differs in many ways from that of the man of the ancient world, the reason for which is largely the functioning of science in society.

There is an interaction between ordinary and scientific knowledge, and the law of continuity “works”. To understand this, consider what their similarities are.

First, both ordinary and scientific knowledge have one common goal - to give or have knowledge about reality. Scientific and theoretical knowledge deals with the analytically dissected, idealized world, the world of theoretical models and abstractions; the ordinary - with the polymorphic, empirical world, but both are directed towards the same real, objectively existing world, only in different ways, by different means reflect different aspects of being.

Secondly, everyday knowledge precedes scientific knowledge, it spontaneously, without reflection, regularities and connections of various phenomena are fixed. The influence of the ordinary on the scientific can be traced in all sciences without exception; scientific thinking, arising on the basis of the assumptions of common sense, further refines them, corrects or replaces them with others. The assumption based on the observation and conclusion that the Sun revolves around the Earth, which entered the Ptolemaic system, was subsequently supplemented and replaced by scientific provisions, which was facilitated by the use of not only specifically empirical, but also theoretical methods for studying reality.

The educational process is based on the scientific picture of the world, which forms scientific, reliable knowledge about the universe, about various areas and spheres of reality.

Education is the starting point from which the meeting of each person with science, preparation for life, and the formation of a worldview begin.

Scientific approaches and methods permeate the entire content of the educational process. Educational models are based on purely scientific justifications and achievements of various sciences - pedagogy, psychology, physiology, didactics, etc. Today's education and training are undergoing great changes: new information technologies of education are rapidly being introduced into the educational process, which, in turn, requires a rethinking of the goals and objectives of education. The education system, which includes science, replenishes science itself with intellectual cadres of the most gifted, talented, extraordinary personalities from among the students, thereby contributing to the rise of society to a new intellectual level. The growing role of science requires reflection on the question of what its functions are. This is important because they change, as the whole of its appearance and the nature of its relationship with society change. Traditionally, it is customary to distinguish three groups of science functions: cultural and ideological, the function of the productive force of society and social force, since its methods and scientific knowledge as a whole have a significant impact on the solution of various problems that arise in modern society.

The cultural and ideological function of science was affirmed in a tough polemic with religion and theology. Until the 17th century, theology had a monopoly on the formation of ideas about the universe, the place of man in it, about the values and meaning of life. Scientific knowledge, however, was not taken into account and functioned on an equal footing and together with ordinary, private knowledge.

The discovery of N. Copernicus served as the impetus, thanks to which science came to worldview problems, since his system refuted the Aristotelian-Ptolemaic picture of the world, on which theology was also based; moreover, the heliocentric system of Copernicus contradicted ordinary ideas about the structure of the universe. Subsequent discoveries in science, accompanied by sharp ideological conflicts, tragic situations in the fate of scientists, increasingly strengthened the position of science in the most important questions about the structure of the world, matter, the emergence of life and the origin of man himself. A lot of time passed before science entered education, and science became prestigious in the eyes of the public, before the achievements of science began to be applied in production. productive force of society. In order to bring science closer to production, design bureaus and associations of scientists engaged in scientific research in the field of production are being created. The unprecedented scale and pace of modern scientific and technological progress demonstrate its results in all spheres of life, in all branches of human labor activity. On the other hand, science itself, with the expansion of its scope of application, receives a powerful impetus for its development.

basis there was an experience of everyday life, which, however, had an unsystematic character. It is the source of all knowledge. Ordinary knowledge: common sense, and signs, and edifications, and recipes, and personal experience, and traditions.

The most important peculiarities this type of knowledge

the form of existence is common sense;
the subject of knowledge is a person without professional scientific training;
the object of knowledge is something that has practical significance;
methods of cognition - the method of "trial and error", inductive generalization, everyday observations and broad analogies;
lack of systematization of knowledge;
lack of special means of expression.

Scientific knowledge has grown out of ordinary knowledge, but at present these two forms of knowledge are quite far apart.

It is believed that folk sciences are addressed, on the one hand, to the most elementary, and on the other hand, to the most vital spheres of human activity, such as: health, agriculture, cattle breeding, construction.

Ordinary knowledge- these are spontaneously formed under the influence of everyday experience people's views on the surrounding reality and on themselves, which are the basis for their practical activities and behavior.

This knowledgewhich has not received a strict conceptual, systemic and logical design, does not require special training for its assimilation and transmission, and is a common non-professional property of all members of the community.

Target ordinary knowledge is limited to immediate practical tasks, it does not seek to penetrate into the essence of phenomena, discover laws, form theories.

Everyday knowledge:

based on life experience and common sense;
does not involve setting any cognitive tasks that would go beyond the needs of everyday practice;
due to various production and political practices in which the subject participates;
not fully realized, and, as a rule, not formalized;
due to the social, professional, national, age peculiarity of the carrier;
loaded with moral and aesthetic norms and ideals, religious beliefs that are cultivated in a given culture;
the results are expressed and consolidated in production experience and certain prescription rules, a system of intellectual skills;
its broadcast involves personal communication.

In the structure of ordinary knowledge, one usually distinguishes practical And spiritual and practical knowledge.Practical knowledge arises and functions in the context of various practices (cultivating the land, building a house, caring for a child, raising children, treating patients, managing mechanisms, operating information, etc.), in the course of a person’s direct involvement in the process of activity and is still inseparable strictly from skill and ability. This knowledge is fixed in a system of non-reflexive norms and standards, and not in intellectual skills. Spiritual and practical knowledge is normative, value-worldview knowledge. It is the result of the accumulation, processing and dissemination of social and cognitive experience.

Ordinary knowledge and cognition is the base and starting point for the formation of science.

ORDINARY KNOWLEDGE - knowledge obtained in everyday life, which has the following features:

the subject of knowledge is the broad masses of people, and its object is the phenomena of life experience and labor activity;
direct life practice acts as methods;
the content of knowledge does not penetrate into essence;knowledge is expressed in natural language and describes the practical actions of a person.

Home function everyday knowledge is a reflection of the world, objects and processes in the course of everyday life. It does not use the methods of scientific knowledge. Ordinary knowledge most often remains at the empirical level, does not rise to theoretical foundations and conclusions.

Ordinary knowledge

Parameter name	Meaning
Article subject:	Ordinary knowledge
Rubric (thematic category)	Logics

Everyday knowledge is connected with the solution of issues that arise in the daily life of people, current practical activities, everyday life, etc. In everyday life, a person learns the essential aspects of things and phenomena of nature, social practice, everyday life, which are interests. Ordinary human empiricism is incapable of delving into the laws of reality. In ordinary cognition, the laws of formal logic operate predominantly, sufficient to reflect the relatively simple aspects of human life.

Being simpler, ordinary knowledge, however, has been studied noticeably less than scientific knowledge. In connection with this, we confine ourselves to a presentation of some of its features. Ordinary knowledge is based on the so-called common sense, i.e., ideas about the world, man, society, the meaning of human actions, etc., formed on the basis of the everyday practical experience of mankind. Common sense is the standard or paradigm of everyday thinking. An important element of common sense is a sense of reality, ĸᴏᴛᴏᴩᴏᴇ reflects the historical level of development of the daily life of people, society, their norms of activity.

Common sense is historical - at each level of development of society, it has its own specific criteria. Thus, in the pre-Copernican era, it was common sense to believe that the Sun revolved around the Earth. Later, this notion becomes ludicrous. Common sense, or reason, is influenced by higher levels of thinking, scientific knowledge. At each historical stage, in common sense, its norms, the results of scientific thinking are deposited, mastered by the majority of people and turned into something familiar. With the complication of everyday human life, more and more complex ideas, norms, and logical forms pass into the sphere of common sense. The computerization of everyday life causes the intrusion into everyday knowledge of ʼʼcomputer forms of thinkingʼʼ. While everyday learning will always be a relatively simple level of learning, one can now speak of a kind of learning about everyday life and common sense.

Due to its relative simplicity and conservatism, ordinary knowledge carries the remnants, "islands" of forms of thought long obsolete by science, sometimes entire "arrays" of thinking of past centuries. Thus, religion, which is still widespread, is an unmelted iceberg of primitive thinking with its logic based on external analogies, deep fear of the world and an unknown future, hope and faith in the supernatural.

Developed under the influence of everyday practical activity, common sense also carries a spontaneously materialistic, and in the modern world, often a dialectical content. In the forms inherent in ordinary knowledge, the deep philosophical content is expressed in folk signs, proverbs and sayings.

Materialistic philosophy has always relied to a large extent on common sense, which is constantly being born by everyday human practice. At the same time, common sense is always limited and does not have epistemological and logical means for solving complex problems of human existence. Common sense, - wrote Engels, - this "very respectable companion" within the four walls of his household, experiences the most amazing adventures, as soon as he dares to enter the wide expanse of research.

Common sense in itself does not grasp the inconsistency of objects, the unity of wave and corpuscular properties, etc. At the same time, as already noted, common sense is being scientized and it can hardly be denied that the inconsistency of being will become the logical norm of everyday knowledge.

History has shown that reactionary movements in public life have always sought to exploit the negative aspects of everyday knowledge, its limitations. Modern anti-communism does the same, using the well-known method of identifying socialism and Marxism with Stalinism.

Everyday life, of course, is not limited to activities such as "kitchen life", daily labor activity associated with modern production involves the solution of complex problems that bring everyday knowledge closer to the boundaries separating it from scientific knowledge.

Ordinary knowledge - concept and types. Classification and features of the category "Ordinary knowledge" 2017, 2018.