Cognition andpatterns of its development (philosophical analysis)
The paperanalyzes the evolutionof philosophicalideas aboutknowledge.Thepatterns of developmentof cognition and itsinfluence on theperson formation throughself-cognition are revealed.Particular attentionis drawn to theformation of theworldviewas a form ofconsciousness.The basic principlesthat underliemodern scientificepistemology are considered. The theoretical possibility of cognition is recognized not only by materialists, but by the majority of idealists. But in solving of specific epistemological problems materialism and idealism are radically different. This difference is manifested both in understanding the nature of cognition and justification in the possibility of achieving the objective of true knowledge, and best of all - the question of the sources of cognition. For idealism, which denies the existence of the world independent of consciousness, cognition seems like self-activity of consciousness. His knowledge of the content gets not objective reality, but with the activities of the mind; that it is a source of cognition. Modern materialist epistemology, treating cognition as a socio-historical process, emphasizes that truth is also historically conditioned process. Therefore, analysis of the truth, it does not limit its characteristic as an objective only in content, but complements the analysis of the dialectic of absolute and relative truth, or rather the dialectic of absolute and relative in truth. Cognition of the world can never be entirely complete, it is constantly improving, enriching new and new content. In this regard, any knowledge, recorded at some specific point in history is incomplete, inaccurate, to some extent unilateral, i.e. at each concrete historical level of knowledge we are dealing only with relative truth. Cognition involves many factors, not only the inherent human ability, but also produced in the historical development different heuristic, methodological and teaching tools, research programs, and social produced values and evaluations, which expressed certain limited orientation of knowledge, interests, priorities of subject.