Humanitarian dimension of cognition in cognitive pedagogy

Abstract

Despite the descriptive nature of pedagogy as a humanities, due to its high practical applicability, there is a need for socio-humanitarian support and measurement of the process of achieving learning outcomes. How to measure the process of education, upbringing and human development, knowledge and cognition?

The perspective presented in this study opens a series of publications by the authors on the pedagogical measurements topic. In the course of the education cognitive paradigm development, the authors consider the idea of humanitarian measurements in correlation with the potential of qualimetry, which combines methods for quantifying the quality of various objects.

The purpose of the article: to consider the criteria for the humanitarian dimension of scientific knowledge in line with the ideas of human-, cultural-, socio- and nature-conformity as metaprinciples of cognitive pedagogy. Based on the methodology of the education cognitive paradigm and the axiological approach, the authors reveal the problems of modern knowledge and show the need to comprehend the continuous relationship between the values of scientific knowledge and the values of culture from the standpoint of human-like education. The principles of organizing the cognitive system within the framework of education are presented and the key positions of the humanitarian measurements system in the concept of cognitive pedagogy are revealed.