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The period of assessing core competencies has begun. The concepts of competence and their types are equal to the development of competence. Types of competence in the pedagogical process. Types of competencies covered

At the same time, key competencies are given special respect.

Nina has no formal competence. It is important for everyone to understand how they are able to cope with various tasks.

The concept of “competence” consists of elements that include:

Knowledge is a set of facts that are necessary for research.

Navichki – tse volodinnya by means and methods of vikonannya of the singing department.

Zdіbnіst - the innate skill of vykonuvati song of prestige.

Stereotypes of behavior are visible forms of action to break the Wyconian legacy. Behavior includes ebbing and flowing reactions to situations and situational variations.

Zusilla is a source of mental and physical resources for the singer.

The totality of knowledge, skills, skills, and abilities, considered as evidence of activity in this socially and especially significant sphere, forms competence.

In particular, one of the proposed ways is to highlight the main problem that lies in the fact that the child’s success in school is not
always means a person’s success in life, and is often discovered by chance, which is a competent approach. .
Competent approach to today’s education – this is the answer to nutrition, as it turns out
practical knowledge in the minds of the real world, how to become successful, how to be
master the line of life.

This approach hangs first place
keep the students informed and identify the problems that arise in various life situations. For example, 1) a known device has functionality: 2) when mastered
current technology and technologies: 3) between people. 4) when
vykonanny social roles; 5) when choosing a profession and
assessing your readiness before starting a professional job.

The development of key competencies of scientists, in accordance with a competent approach, lies in the following: learn to learn, so that students learn to feed a scientific character; learn how scientists find solutions to important cognitive sciences, meaning their essence, primary reason, interconnections, and scientific data; learn to understand the main difficulties of everyday life - in the political, economic spheres, there are interconnections, and analytical tasks; learn to understand the nourishment of spiritual straightening; learn to find a way out of situations related to the formation of social roles; learn how to eat food, what to do with all the loose ends of professional activity; teach children to independently choose a profession, prepare for the selection of an initial mortgage.

That is, the meta-formulation of the key competencies of students is to allow the individual to be an active participant in all life processes, to help adapt to different situations that a person can manage, and not to be more careful.

Because The development of key competencies of students is an important criterion for the development of learning; each lesson is supposed to reflect the essence of a competent approach. And myself,

Purpose navchannya	Oriented on a practical warehouse space with lighting that will ensure success vitality (competencies)
Formula understand the result	"I know, yak"
Character lighting process	Productive
Dominant process component	Practice that independent work
Character control processes	Complex badge for initial achievements (portfolio is a product of creative development)

Given the rules, the initial activities will be like this:

1st stage in a competent lighting system- goal-oriented. The place of initial employment is determined, the goals and main tasks are established.

2nd stage - Design and its competent interpretation. In this new section, instead of initial employment, warehouse competencies are offered: theory - concepts, processes, formulas; practice – practical and operational knowledge of specific situations; education - moral values, the formation of what is possible from the organization of the material with these same themes.

3rd stage - Selection of the form of organization of initial-cognitive activities.

With a competent approach, the advantage is given to a creative lesson, the main task of which is to organize productive activity.

4th stage - Selection of methods and forms of beginning.

5th stage - selection of diagnostic tools for primary, perineal, sub-pouch control, verification of equal mastered competencies, and direction of analysis and correction procedures.

Main
warehouse activities of the teacher, created for the organization of work with the formation of special competencies.

1. Want to try to earn money on your own.

2. Demonstrate a focus on the success of students reaching their goal.

3. Be willing to set important, or even realistic, goals.

4. Want to express your point of view, different from others.

5. Be willing to try other ways of thinking and behavior.

6. Create different forms of motivation that allow you to include the motivated activities of different scientists and support their activity.

7. Create your mind to show initiative based on power manifestations.

8. Don’t be afraid to explain your serious problems.

9. Read the food and drink the food.

10. Read, listen and try to understand the thoughts of others, otherwise you have the right not to agree with them.

11. Bring to understanding the criteria for assessing the results of work.

12. Consider self-assessment of your activities and results based on certain criteria.

13. Learn to work with the group, understand the final result of the collective activity, finishing your part of the work.

14. Allow students to take credit for the final result.

15. Show what is the basis of effective group work.

16. Show students how they can independently read and understand new things.

17. Encourage students to make problems and help them cope with them.

18. Demonstrate to students that knowledge of what I don’t know is something I don’t understand, and I don’t even understand.

no doubt, but the first necessary step to “knowledge, memory and understanding.”

Reminder
for teachers to implement a competent approach to education

o Golovnym is not an object for which
you read, and the particularity you form. It is not the object that forms the particularity, but
respect your activity in learning the subject.

o There is no training activity
harm for no time, no time. Today's active learning is tomorrow's
active member of the partnership.

o Help the teachers of opanuvati
the most productive methods of initial-cognitive activity, start them
get a grasp of it.

o It is necessary to vikorist more often
nutrition “Why?” to learn to think causally: rationally
causal-hereditary connections and the obligatory mind of the developing
navchannya.

o Remember that it is not the one who knows
I am paraphrasing, but for those who are vikors, it is practical.

o Encourage students to think and
act independently.

o Develop your creativity more creatively
comprehensive analysis of problems; educational information please click here
ways to practice creativity as often as possible.

o It is necessary to show students more often
prospects for their new beginning.

o Vikorist schemes, plans, etc.
ensure the acquired knowledge system.

o The process starts with obov'yazkovo
take care of the individual characteristics of the skin condition, go to
differentiated subgroups of scientists with the same level of knowledge.

o Vivchayte and vrahovayte life
information about the students, their interests, and particularities of development.

o Stay informed
Let the rest of the sciences reach out to their subject.

o Want the last one
work student Find out the possibility of introducing them to experimental technology
robots, algorithms virіshennya zavdan, obrobkoyu pershodzherel and dovidkovykh
materials.

o In this way, to learn reason,
What knowledge is a vital necessity for everyone.

o Explain to students what skin
people will find their place in life by learning everything that is necessary for
implementation of life plans

Most predecessors, using the concept of competencies of this type, mean their rich, systemic and diverse nature. In this case, the problem of choosing the most universal among them is considered one of the central ones. Let's look further at what types of competence development there are.

Zagalnye Vidomosti

At this time, there is a great diversity of approaches to their classification. The main types of competencies are identified from both the European and Vietnamese systems. The Federal State Educational Standards glossary identifies the basic categories. Zokrem, the importance of competence is designated as competence. The first is a complex of basic knowledge, skills and knowledge, which people know and have practical knowledge of. Competence is the ability to actively gain from professional and special knowledge during the course of one’s work.

Nutrition relevance

It should be said that at this time there is no single semantic space for defining “key competencies”. Some people have different names for their stinks. Seeing the types of key competencies covered, researchers reveal the diversity and laxity of these categories themselves. The butt can be classified by G. K. Selevka. In my opinion, there are such types of competencies as:

Communicative.
Mathematical.
Information.
Productive.
Autonomization.
Moral.
Social.

The alteration of classes (laxness) is reflected in this classification in the fact that, for example, productivity can be seen as the hidden power of any activity: the production or development of mathematical tasks. The information category overlaps with others, however. Therefore, these types of competencies cannot be seen as reinforcement. The meanings that change also appear in the classification of A. V. Khutorsky. It means the following types of competencies:

First things first.
Tsinnisno-smyslovu.
Social and labor.
Communicative.
Zagalnokulturnnu.
I'll be special.
information

Vitchiznyana classification

The most comprehensive, in the opinion of experts, types of professional competencies are designated I. A. Winter. This classification comes from the category of activity. Zimova sees the following types of professional competencies:

What is conveyed to people as to the specialness, as to the subject of spilkuvaniya, activity.
What is the problem of social interaction between people and too much commonality?
Why bother in the middle of human activity?

For the skin group, the types of key competencies are transferred. So, before the first one, the following categories are included:

I'm healthy.
Value-meaning orientation in the world.
Civility.
Integration.
The subject matter is that special reflection.
Samozorozvitok.
Self-regulation.
Professional development.
Movnyy and Movnyy rozvitok.
Sens life.
Volodinnya culture of the native language.

Within the framework of another group, the main types of competencies include the following skills:

Spilkuvannya.
Social interaction.

The remaining block includes the following competencies:

Activity.
Information technologies.
Pіznavalny.

Structural elements

When analyzing the authors’ vision of the types of competencies covered, it is difficult to identify the principles and differences between them. In connection with this, it is important to consider the categories as mutually ordered components of the subject’s activity. Within any sphere of activity, competence includes the following components:

Important moment

In terms of the reader’s competence, a number of predecessors think it is necessary to include two basic elements. The first is the socio-psychological aspect. It conveys warmth and readiness to live in harmony with others. Another element is professional. It conveys readiness and dedication to work in a specific area of activity. The skin, based on the significance of its components, can be divided into different types of competence. The pedagogical process has basic and special elements. The first ones are reported to graduates of all universities. Others are important for a particular specialty.

Competencies (types of pedagogy)

For future fakhivtsi, a system has been broken down into 4 blocks. Each person is assigned the type of teacher:

Zagalna social-psychological.
Special professional.
Special social-psychological.
Zagalna professional.

The remainder is defined as basic skills, knowledge, aptitude, availability and readiness before their actualization within the group of specialties. This block may include the following types of student competencies:

Administrative and management.
Naukovo-doslednytska.
Virobnich.
Design and constructive.
Pedagogical.

The special category conveys the level of the graduate’s type of preparation, the degree of commitment and readiness necessary for this specific activity. Their positions are assigned according to government qualifications. Essential social-psychological competencies include the development and readiness for effective interaction with others, the ability to understand others and oneself in the context of mental states that are constantly changing There are middle minds, inter-socialist veins. It is obvious to what extent, you can see the basic categories that form this block. New types of competencies include:

Special social-psychological competencies convey the ability to mobilize important, from a professional point of view, skills that ensure the productivity of everyday work.

Basic skills

The types of competencies of students act as the main criteria for the quality of their training, the stage of formation of basic skills. Among the remaining ones are the following skills:

self-firing;
communications;
social and civil;
hospice;
managerial;
analyzers.

The following is also included before the base unit:

psychomotor memory;
cognitive value;
extra labor;
social capabilities;
Individually oriented minds.

There are also present:

personal and sensorimotor qualifications;
social and professional skills;
multivalent competence;
special ones

Characteristics

The analytical skills that are assigned can be called that they are used to develop basic types of competencies. Thus, the social bloc is formed by the task of accepting responsibility, carefully processing decisions and taking part in their implementation. Promote tolerance to different religions and ethnic cultures, demonstrating compliance with individual interests and the needs of marriage and enterprise. The cognitive block includes readiness to advance level of knowledge, the need for the implementation and updating of special information, the need for learned new information and the addition of new skills, and knowledge to completeness.

equal to the development of competence

The characteristics of behavioral indicators are undoubtedly important when assessing a subject’s skills. It is also important to see the consistent development of essential competencies. The most universally respected system is the description that is used by various foreign companies. Between this classification, you can identify important berries by placing them at the same table. In the classic version for skin competence, 5 levels are transferred:

Lidersky - O.
Strong – St.
Bazovy – S.
Insufficient – D.
Nezadovilny – E.

The remaining stage shows that the subject does not have the necessary skills. Moreover, the truth does not try to expand them. This rhubarb is respected by the unsatisfied, since many people not only do not learn everyday skills, but do not understand their importance. The insufficient stage knocks out frequent manifestations. The subject of pragne, learns a lot of necessary skills, included up to competence, meaning their importance, the effect of which does not occur in all cases. The basic level is considered sufficient and necessary for a person. This range shows the very capabilities and behavioral acts of power within this competence. The basic stage is considered optimal for effective operation. There is a strong desire to develop the competencies of the necessary core personnel of the middle Lanka. This ensures that the dough is even well formed. A subject who lives with folded minds can actively apply to those who are recovering, provide prompt nutrition in critical situations. This rhubarb also conveys the ability to convey and avoid negative phenomena. The highest level of development is a skill necessary for top managers. Leadership is required for policymakers who praise strategically important decisions. This stage ensures that the subject can independently acquire obviously necessary skills, and can formulate different capabilities for other people. A person who helps the leadership develop competencies, organizes approaches, formulates rules, norms, order that promotes the manifestation of intelligence and intelligence.

Umovi implementation

For effective stagnation of competence the stench of the guilty mother has low obligatory signs. Zokrema, stink buti:

Vicherpnimi. All elements of activity may be affected by the flux of competence.
Discrete. A specific competency may be similar to singing activity, which is clearly reinforced from others. Whenever the signals overlap, the folds become faulty when assessing the work or the subjects.
Focused. The competencies of the guilty mother are clearly defined. There is no need to concentrate on one or more areas of activity.
Available. The formulation of skin competence is such that it can be universally applied.
Specific. The competencies of the manager will enhance the organizational system and achieve goals in the long-term period. If the stench is abstract, there will be no real effect from it.
Today. The complex of competencies must be constantly reviewed and adjusted to the point of effectiveness. They are obliged to take care of the current and future needs of the subject, estate, enterprise, and state.

Features of molding

Within the framework of a competent approach, the most important result of pedagogical activity is the formation of basic skills. Possibilities are brought up to them:

Explain the exact phenomena, their essence, the reasons, the interconnections between them, and the background knowledge.
Read on - you may have problems with your initial activities.
Focus on current problems of today. Before them, however, lie political, ecological, intercultural nutrition.
Consider tasks that are unrelated to various types of professional and other activities.
Focus on the spiritual sphere.
Address the problems of implementing specific social roles.

Accounts Department

The formation of competence is determined by the implementation of both a new place of illumination, and technology and methods of development that are adequate to current minds. Its range is wide, and its possibilities are varied. In this case, the key strategic directions are identified. For example, to achieve the high potential of productive technologies and techniques. Its implementation flows into the achieved competence and the acquired competence. The repertoire of basic bookkeeping departments, in this order, includes:

To implement these goals, you must follow the following rules:

We must first understand that the main thing in his activity is not the object, but the feature that is formed with his participation.
Don’t waste time and energy on learning activity. It is necessary to help children master the most productive methods of cognitive-cognitive activity.
For the development of the rosemary process, the next step is to more often supply the food “Why?” The understanding of the causal-hereditary link appears as an invisible thing in the mind of effective work.
The development of creative potential comes from a comprehensive analysis of problems.
With the highest level of knowledge, there are a number of ways to choose.
Learn to understand the prospects of learning. From whom they often need to clarify the legacy of these and other actions, the results that they will bring.
To quickly master the system, you need to thoroughly understand the plans and schemes.
During the initial process, it is imperative to take into account the individual characteristics of children. To make it easier, the highest tasks should be intelligently combined into differentiated groups. It is important to include children with approximately the same knowledge. For a better understanding of individual characteristics, talk thoroughly with your father and others.
It is necessary to ensure vital knowledge of the child’s skin, interests, and specific development. The school interacts closely with the family.
The last work of children may become eager. It is necessary to know the ability of scientists to learn about the technology of experimental activities, algorithms, which are developed during the time of increasing tasks and processing information from different devices.
It is important to explain to children that there is a place for every person in life, because they are afraid of everything that is possible in the possible implementation of their plans.
It is necessary to begin in such a way that the child’s skin understands that knowledge is a vital necessity for her.

All these rules and recommendations are just an insignificant part of the accumulated wisdom and mastery of previous generations. Their approach, at the very least, greatly simplifies the process of implementing the task, and allows for a wide range of purposes in illuminating the molded and developed features. Of course, all these rules must be adapted to modern minds. Life, which is rapidly changing, introduces new opportunities to highlight, qualifications, professionalism, and the special qualities of all participants in the process. If you keep your mind up, your activity will bring results.

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Competence is a predetermined social benefit (norm) prior to the advanced training required for effective productive activity in the singing sphere. Competence is a competency that is considered a core competency, which includes the specific subject assigned to it and the subject of activity. Competence is the specificity (the totality of components) of learning that has already been developed, and minimal evidence of activity in a given field.

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Competencies Types of competencies Keys: Transfer the formation of learning opportunities to find and collect the required information; work as a team; But we prepare until the end of the day and retraining. Behind-the-objects Place up to the singing count of the initial objects and light areas. They transfer the formation of ideas from the study of how to solve problems on the basis of known facts, understand them from different areas of the world. Subjects provide a specific description and the possibility of forming within the framework of initial subjects. Transfer the formation of skills from the student to acquire the most important problems of knowledge, memory, and skills of a specific elementary subject.

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Types of competencies Characteristics of competence Primary-cognitive This is the totality of learning competencies in the sphere of independent cognitive activity, which includes elements of logical, methodological, background-initial activity and that it is related to real objects that are known. This includes knowledge and organization of goal-setting, planning, analysis, reflection, self-evaluation of initial-cognitive activities. In relation to the objects that are studied, the study is based on creative skills of productive activity: to gain an intimate knowledge of reality, creative techniques for dealing with non-standard situations, and heuristic methods for solving problems. Among these competencies, there are various types of functional literacy: the ability to discern facts from speculation, the use of scientific skills, the use of foreign languages, statistical and other methods. in Piznania.

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Types of competencies Characteristics of competence Value-meaning These competencies in the field of light-gazing are related to the valuable orientations of the study, which is subject to the study and understanding of excessive light, orient yourself in the new, understand your role and significance, choose the purpose and meaning of the setting for your actions and decisions . These competencies will ensure the mechanism of self-learning in situations of initial and other activities. Among them lie the individual educational trajectory of the study and the program of your life.

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Types of competencies Characteristics of competencies Zagal-cultural Kolo nutrition, one hundred hundred of which studies may be well-known, motherly knowledge and evidence of activity. These are the peculiarities of national and cultural culture, the spiritual and moral aspects of the life of people and humanity, other peoples, the cultural aspects of family, social, custodial relationships and traditions, the role of science and religion in the life of people, etc. influx into the world, competencies of everyday life and cultural-pre-vilovian spheres, for example, the need for effective ways of organizing leisure time. Here we must complete the mastery of the scientific picture of the world, which expands to a cultural and universal understanding of the world.

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Visit, the competence of the competence of the Komni -Kativni is included in the noble mov, the way of mutual people, the navchiki of Roboti in the group, Volodіnnya with social roles in the Koleki. The student is obliged to note himself, write a sheet, a questionnaire, an application, put in a question, conduct a discussion, etc. subject or area of interest.

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Types of competencies Characteristics of competencies For the use of real objects (TV, tape recorder, telephone, fax, computer, printer, modem, copier) and information technologies (audio-video recording, email, PMI, Internet), form there are people joking around on their own, analyze, select necessary information, organize, transform, save and transmit it. These competencies will provide basic knowledge of learning activities with information that can be found in basic subjects and lighting areas, as well as in extraneous light.

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Types of competencies Characteristics of competence Competencies of special self-improvement Mastering methods of physical, spiritual and intellectual self-development, emotional self-regulation and self-encouragement. The real object in the sphere of these competencies is the scientist himself. He uses methods of acting on his interests and abilities, which are reflected in his continuous self-recognition, the development of the necessary everyday human special abilities, molded psychological literacy, a culture of thought and Behaviors. These competencies include the rules of special hygiene, attention to one’s health, literacy, and internal environmental culture. This includes a complex of components related to the basics of a carefree life and specialness.

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Types of competencies Characteristics of competencies Social and labor Volodinia is known and confirmed in the sphere of civil and community activity (the role of a citizen, guardian, election leader, representative), in the social and labor sphere ( rights of a partner, buyer, client, distributor), in the sphere of family investments obligatory, in the food economy and rights, in the sphere of professional self-esteem. This includes analyzing the situation on the market of goods, activities based on particular and beneficial benefits, and maintaining the ethics of labor and civil relations. The study covers the minimally necessary aspects of life in a marriage with the basics of social activity and functional literacy.

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Basic signs of key competencies. The current pedagogical literature of ideas has a great range of competencies, which actualizes the problem of its selection and systematization behind the main signs. For example, during the symposium for the sake of Europe on the topic “Key competencies for Europe”, the following clear repercussions of key competencies were identified: vaccination; Shukati; think; spіvpratsyuvat; take hold of the right; adapt.

The problem of selecting basic (key, universal) competencies is one of the central ones to cover. All key competencies are divided into the following characteristic signs:

First of all, they are richly functional, and immersion with them allows you to resolve various problems in everyday professional and social life.

In other words, the key competencies are supra-disciplinary and interdisciplinary, they have a unique character that makes them easily transferable in different situations, such as school, work, work, industry, etc.

Thirdly, key competencies require significant intellectual development: abstract thinking, self-reflection, importance of one’s position, self-esteem, critical thinking and others.

Fourthly, the key competencies are wide-ranging and include a variety of mental processes and intellectual minds (analytical, critical, communicative, etc.), know-how, as well as a healthy mind.

Key competencies revolve around universal knowledge, intelligence, recognition of creative activity, and emotional and valuable inputs. Universal, according to L.M. Bogolyubov, there is fundamental knowledge that includes broad theoretical aspects and basic scientific categories. For example, in mathematics the concept of “number” is related to such understanding, in physics – “energy”, in history – “power” and others, and universal values – these are different ways of activity.

Types of competence and structure. It is necessary to cover the entire meta-subject (for all subjects), inter-subject (for a cycle of subjects) and subject (for a specific subject) A.V. Khutorskiy proposes a three-tier hierarchy of competencies: 1) key competencies ї; 2) core-subject competencies; 3) subject competencies. Key competencies must be completed before the formal (meta-subject) stage of coverage. Subject competencies are related to the main cycle of subjects, and subject competencies are associated with the main subject. All groups of competencies are interconnected: key competencies are specified initially on the level of the cycle of objects, and also on the level of the skin surrounding the object and the skin for the beginning.

Analysis of the component stock of key competencies between various pedagogical and psychological studies allows us to develop the structure of key competencies of students.

I.A. Zimova and Yu.G. The basic components of key competencies include: positive motivation (readiness) to demonstrate competence; valuable-semantic manifestations (hundreds) before replacing the result of activity (valuable-semantic aspect); knowledge that underlies the choice of the method of promoting core activities (cognitive basis of competence); memory, evidence (behavior) of successful implementation of necessary actions on the basis of obvious knowledge (behavioral aspect); emotional-volitional self-regulation.

G.K. Selevko represents key competence as a complex of components, which includes knowledge (cognitive), action (behavioral) and knowledge (affective) components. A.V. Tikhonenko, in addition to the list of components of key competencies, includes a social component (availability and readiness to meet the requirements of social engagement with a competent specialist).

Thus, the structure of key competencies is characterized by an integrative nature and a uniformity of warehouse components: motivational, cognitive, value-sense, behavioral, which is necessary to know one’s own kindness at the place of the sun in the middle light.

Classification of key competencies. The literature also has an unambiguous solution to the classification of key competencies.

“in the sphere of independent cognitive activity, based on acquired methods, there is knowledge of various types of information, including advanced ones;

in the sphere of civil-suspense activity (the role of a citizen, a choicer, a companion);

in the sphere of social and labor activity (including analyzing the situation on the market, assessing professional potential, being oriented to norms and mutual relations, self-organization skills ii);

in the everyday sphere (including aspects of physical health, family life, etc.);

in the sphere of culturally permissible activity (including the choice of nobles and ways of choosing free time, which culturally and spiritually enrich individuality)".

Based on the position formulated in ancient psychology that: a) a person is the subject of spilkuvaniya, cognition, practice (B.G. Ananyev);

b) people manifest themselves in the system of advances to marriage, to other people, to themselves, to death (V.N. Myasishchev); c) human competence is a vector of acmeological development (N.V. Kuzmina, A.A. Derkach); d) professionalism includes competencies (A.K. Markova) I.A. Zimova saw three main groups of competencies:

1. Competences that lie down to the people themselves as specialties, subjects of activity, performance:

Competencies of health care: knowledge and development of norms for a healthy way of life, knowledge of smoking, alcoholism, drug addiction, HIV/AIDS; knowledge and attention to the rules of special hygiene; physical culture of people, freedom and freedom to choose a way of living;

Competencies of value-meaning orientation in the world: values of life, life; cultural values (painting, literature, mysticism, music); Sciences; virobnitstva; history of civilization, our land; religions;

Integration competencies: structured knowledge, situationally adequate updating of knowledge, expansion, enhancement of accumulated knowledge;

Competencies of the commoner: knowledge and enforcement of the rights and obligations of the commoner; freedom and reliability, self-confidence, power, enormous burden; knowledge and pride in the symbols of the state (coat of arms, ensign, anthem);

Competencies of self-reflection, self-regulation, self-development, special and objective reflection: sense of life; professional development; movny and movlennevy development; fruit culture of the native language; Volodinnya with foreign mine.

2. Competencies that relate to social interaction between people and the social sphere:

Competencies of social interaction: from marriage, family, team, family, friends, partners; conflicts and their repayment; Spіvpratsia; tolerance, respect and acceptance of others (race, nationality, religion, status, role, becoming); social mobility;

Competencies in speech (oral, written): dialogue, monologue, generation and understanding of the text; knowledge and ancient traditions, ritual, etiquette; cross-cultural spilkuvannya; Business correspondence; business management, business language; Inshomovna spіkuvaniya, communicative tasks, equal to the recipient.

3. Competencies that relate to human activity:

Competencies of cognitive activity: setting and improving cognitive tasks; non-standard solutions, problematic situations – their creation and development; productive and reproductive knowledge, research, intellectual activity;

Activity competencies: game, achievement, practice; features and methods of activity: planning, design, modeling, forecasting, pre-investigation activity, orientation in various types of activity;

Information technology competencies: receiving, processing, producing information (reading, taking notes), mass media, multimedia technologies, computer literacy; Volodiniya electronic, Internet technology.

There is clearly one more point of view on the food that can be seen. For the main purposes of outer illumination, and to guide the structure of social awareness, the identification of specialness, the main types of activities, the scientist A.V. Khutorskaya sees this group of key competencies for outer illumination:

1. Value-meaning competencies. These competencies in the sphere of light-gazing are related to the valuable guidelines of study, which is important to understand and understand the extra light, to be oriented in the new, to understand one’s role and significance, to choose Purposes and meanings of installation for your actions and decisions, make decisions. These competencies will ensure the mechanism of self-learning in situations of initial and other activities. Among them lies the individual educational trajectory of the study, the program of their life in general.

2. Foreign cultural competencies. This is a whole lot of food, a hundred of these teachings include good knowledge, knowledge and evidence of activity. These include - the peculiarities of national and cultural culture, the spiritual and moral foundations of human life, of other peoples and peoples, the cultural foundations of family, social and domestic life and tradition, the role of science and religion in human life, Their influx into the world, the competences of everyday life and cultural -leisure sphere. Here we must confirm the mastery of the scientific picture of the world.

3. Elementary cognitive competencies. This is the totality of competencies in the sphere of independent cognitive activity, which includes elements of logical, methodological, basic activity, related to real objects that are cognized . This includes knowledge and organization of goal-setting, planning, analysis, reflection, self-evaluation of initial-cognitive activities. In relation to the objects that are studied, the study is based on the skills of product activity: acquired knowledge directly from reality, practical techniques for dealing with non-standard situations, heuristic methods of solving problems. Among these competencies, there are various types of functional literacy: the ability to discern facts from speculation, the use of scientific skills, the use of foreign languages, statistical and other methods. in Piznania.

4. Information competencies. This is the totality of competencies in the field of information activities from a different complex of current information and computer technologies. With the help of real objects (TV, tape recorder, telephone, fax, computer, printer, modem, copier, scanner) and information technologies (audio, video recording, email, media, Internet), independent research is formed you, analyze it select the necessary information, organize, transform, save and transmit it. These competencies will provide basic knowledge of learning activities with information that can be found in basic subjects and lighting areas, as well as in extraneous light.

5. Communication competencies. This is the totality of competencies in the sphere of communication activities. This includes knowledge of the necessary language, ways of interacting with distant and remote people and groups, skills in working in a group, knowledge of various social roles in a team. The student must be able to identify himself, write a sheet, an application, fill out a form, submit a question, take part in a discussion, etc. To master these competencies in the initial process, it is necessary to establish a sufficient number of real objects of communication and ways of working with them to learn the skin stage of learning within the skin object that is being taught or mastered. It's galuz.

6. Social and labor competencies. This is the totality of competencies in various spheres of social and labor activity of people. This includes knowledge and evidence in the sphere of civil-life activity (the role of a citizen, guardian, voter, representative), in the social-labor sphere (the role of a fellow worker, buyer, client, candidate), in the sphere family relationships (blue-daughter roles, father roles ) both mothers, grandfathers and grandmothers), the sphere of economics has rights (alternately analyze the situation in the market of goods, actions are subject to special and beneficial benefits, know and take note of your rights and in.), have a sense of professional self-esteem. Mastering the social and labor competencies of the study is based on the minimally necessary life in a marriage with beginners in social and labor activity.

7. Competencies of special self-improvement. This is a set of competencies aimed at mastering methods of physical, spiritual and intellectual self-development, emotional self-regulation and self-encouragement. The real object in the sphere of these competencies is the scientist himself. He uses methods of action on interests and interests that appear in his continuous self-knowledge, the development of the necessary everyday human special aspects, molded psychological literacy, a culture of thought and Behaviors. These competencies include the rules of special hygiene, attention to one’s health, literacy, and internal environmental culture. This includes a complex of components related to the basics of a carefree life and specialness.

This transfer of key competencies of representations in the modern world is concretized depending on the age-old characteristics of the student, instead of illumination from the main areas and other primary subjects.

Tsikava thought from this food A.M. Novikova, how to talk about “basic qualifications”. Introducing the above-subject basic qualifications, we can come from the fact that between the background and professional lighting, a further growing ball of lighting components begins to grow, which cannot be brought to the background. enlighten, not to professional knowledge. They are necessary today for any work activity, including basic qualifications. Before them, there are “deep-cut” aspects: work on computers, development of databases and data banks, knowledge and understanding of ecology, economics and business, financial knowledge, commercial intelligence, transfer technology. ій (transfer of technology from one area to another), knowledge of marketing and knowledge, legal knowledge, knowledge of the patent-licensing sphere, intelligent protection of intellectual power, knowledge of normative minds of the functioning of various forms of power, intelligent presentation of technology and products, knowledge of the professional terminology of foreign languages. In addition, here we need to add sanitary and medical knowledge, knowledge of the principles of competition in the minds and possible unemployment, psychological readiness to change professions and areas of activity, etc. .

“Before the illumination, write to A.M. Novikov, you won’t get started with these basic qualifications, so you can formulate fragments of databases and data banks, technology transfer, etc. is possible only in the process of any specific professional (initial professional) activity. Nowadays, basic qualifications are “hard” knowledge that are necessary for work everywhere and in any profession. Possibly, this very area of polytechnic coverage, with a “new sound”, with a “new edition”.

Compliant with the Federal State Standards of Educational Standards for primary and secondary professional education, the guilty party has basic and professional competencies.

The layout of the standard (2008) contains the following lists of essential competencies of graduates

- basic vocational education:

OK 2. Organize power activities based on the methods and methods of achievement identified by the manager.

OK 3. Analyze the work situation, establish precise and subordinate control, evaluate and control the power of activity, bear responsibility for the results of your work.

OK 4. Investigate and obtain information necessary for the effective execution of professional tasks

- secondary professional education:

OK 1. Understand the reality and social significance of your future profession, show strong interest in it.

OK 3. Identify problems, take decisions in standard and non-standard situations, and bear responsibility for them.

OK 5. Use information and communication technologies in professional activities.

OK 6. Work with the team, communicate effectively with colleagues, staff and clients;

OK 7. Take credit for the work of team members (subordinates) for the results of the task.

- secondary professional education (advancement level):

OK 1. Understand the reality and social significance of your future profession, show strong interest in it.

OK 2. Organize government activities, choose methods and methods for completing professional tasks from your home, evaluate their effectiveness and efficiency.

OK 3. Identify problems, assess risks, take decisions in non-standard situations.

OK 4. Search for and obtain information necessary for the effective development of professional tasks, professional and special development.

OK 5. Use information and communication technologies in professional activities.

OK 6. Work with the team, ensure their teamwork, communicate effectively with colleagues, staff, colleagues.

OK 7. Set goals, motivate the activities of subordinates, organize and control their work with due regard for the result of completing the task.

OK 8. Independently identify professional and special development, engage in self-illumination, and carefully plan for advanced qualifications.

It is clear that before the review of the higher education of the subject of activity, lists of fundamental competencies are the responsibility of graduates who have mastered the main professional program for the specialty of a basic professional, intermediate profession This and the average professional (advancement) will require an additional list of competencies, which is considered by Zeyer E. F.

The list of competencies of a graduate of secondary vocational education (advancements) is most harmoniously composed, directly forming such features as independence, mobility, competence in professional activities.

However, this list of competencies, like others, must be supplemented with competencies that support the development of creative features, such as the ability to create a product that is infused with novelty, originality, uniqueness caliber, as well as competence, which develops aesthetic sensitivity, a sense of beauty in real action, originality to acquire standards of beauty and design, to appreciate the beauty of the created product of professional activity.

Such competence as the creation of legal documentation for the profession, DPP for the profession, establishing standards and rules of safety technology should be added to the key regulatory competencies, it is necessary to add it to the lists of graduate competencies Both basic professional education and intermediate professional education.

List of competencies of a post-secondary vocational graduate whose professional activity is related mainly to manual skills, it is necessary to supplement with a competency that develops sensorimotor abilities i (coordination of actions, speed of reaction, tightness of hands, okomir, diversity of colors, etc.).

List of competencies of a graduate of secondary professional education, whose professional activity is related to the manifestation of creative abilities, it is necessary to supplement the building with the generation of unconventional, original ideas, in deviate from traditional patterns of thought, readiness to innovate.

Self-comprehensive competencies are best represented in the list of competencies of a graduate of secondary professional education (advanced level). It is necessary to supplement the lists of essential competencies for graduates of primary and secondary professional education to develop their professional competence in order to prepare for advanced qualifications.

It is possible to combine the competencies OK 4 and OK 5 into one competency for a similar task, which is carried out by the students accordingly to their potential.

Based on the types of basic competencies, we can classify the lists of basic competencies of graduates who have mastered the basic educational program for their specialty:

Types of competence	Competencies (specifications) of a graduate of the National Educational Institution
Emotional – psychological	OK 1
OK 2	Develop aesthetic sensitivity, appreciate the beauty of the created product of professional activity.
Regulatory	OK 3	Organize power activities based on the methods of achievement identified by the kerivnik (OK 2)
OK 4	Comply with legal and regulatory documentation for the profession, GOST for the profession, and adhere to the norms and rules of safety equipment.
OK 5	Develop sensorimotor abilities (coordination of actions, fluidity of reaction, tightness of hands, okomir, different colors, etc.)
Analytical	OK 6	Analyze the work situation, establish precise and subordinate control, evaluate and regulate the authority’s activities, and bear responsibility for the results of your work. (OK 3)
	OK 7	Search for and obtain information necessary for the effective completion of professional tasks (OK4), and use information and communication technologies in professional activities. (OK 5)
OK 8	Work with the team, communicate effectively with colleagues, staff and clients. (OK 6)
Creators	OK 9
	OK 10	Improve your professional competence by preparing for advanced qualifications.

Types of competence	Competencies (specifications) of a graduate of secondary vocational education
Emotional – psychological	OK 1	Understand the essence and social significance of your future profession, show strong interest in it, improve your professional competence. (OK1)
OK 2	To develop aesthetic sensitivity, to recognize beauty in real action, to acquire standards of beauty and design, to appreciate the beauty of the created product of professional activity.
Regulatory	OK 3	Organize government activities, choose methods and methods for extracting professional tasks from knowledge, evaluate their effectiveness and efficiency (OK 2).
OK 4
Analytical	OK 5	Identify problems, take decisions in standard and non-standard situations, and bear responsibility for them. (OK 3)
OK 6
Social - communicative	OK 7
OK 8	Work with the team, communicate effectively with colleagues, staff and clients. (OK6)
Creators	OK 9	Create a product that is characterized by novelty, originality, and uniqueness.
Competencies of self-completion	OK 10	Take responsibility for the work of team members (subordinates), the result of victory (OK7).

Types of competence	Competencies (specifications) of a graduate of secondary vocational education (advancement level)
Emotional – psychological	OK 1	Understand the essence and social significance of your future profession and develop a strong interest in it. (OK 1)
Regulatory	OK 2	Organize government activities, identify methods and ways of getting professional tasks out of the way, evaluate their effectiveness and efficiency (OK 2).
OK 3	Vikoristovat normative and legal documentation for the safety, health insurance for the safety, adhere to the norms and rules of safety equipment.
Analytical	OK 4	Address problems, assess risks and take decisions in non-standard situations. (Doc 3).
OK 5	Generate unconventional, original ideas, adapt from traditional thought patterns, readiness to innovate.
Social - communicative	OK 6	Search for and obtain information necessary for the effective completion of professional tasks, professional and special development (OK 4), and obtain information and communication technologies in the profession other activities (OK 5).
OK 7	Work with the team, ensure their teamwork, communicate effectively with colleagues, staff, colleagues (OK 6).
Creators	OK 8	Create a product that is characterized by novelty, originality, and uniqueness.
Competencies of self-completion	OK 9	Set goals, motivate the activities of your subordinates, organize and control their work, taking responsibility for the result of completing the task. (OK 7)
OK 10	Independently identify professional and special development, engage in self-illumination, and carefully plan for advanced qualifications. (OK 8)

Lists of professional competencies that are formed for graduates who have mastered the main educational program for their specialty, the layout of the standard is transferred to describe the characteristics of the profession.

Let's look at the classification of professional competencies. As an example, let’s take a look at the list of professional competencies that are formed in those who begin the Regional Technical College of Design and service in the profession of “sewing” and “fashion designer”.

Professional competencies for the profession of “shvachka”
	- the need for clothes; - aesthetic sensitivity, the appearance of beauty during the creation of sewing products; - sensory-motor competencies (smartly coordinating actions in the use of manual and machine robots, movement, different colors, etc.)
Regulatory competencies	- organize a work place for working on a sewing machine or by hand; - constantly adjust the technology when choosing hand and machine robots: - select the numbers of the needle and thread according to the type of fabric; - select the type of stitch and machine seam depending on the designation of the finishing unit; - fill the machine with threads or the roll feed mechanism; - detail the details: front, back, sleeve, front and back panel, hem, chest; - make sure to sort out the details; - keep an eye on different types of equipment for hair-thermal work: sanding, press, steam mannequin, steam cleaner; - constantly select different types of heat-thermal work: dispensing, requesting, seasoning, pressing, stretching, steaming, tanning, pre-drying; - create constructive and decorative lines; - to develop the vision and in.
Social competencies	- work with special information and sewing information; - understanding of professional terminology;
Analytical competencies	- Please read the diagrams; - analyze instruction cards; - indicate the sequence of collection of the virus; - set the temperature regime of the equipment according to the type of fabric;
Creative competencies	- Vikoristovat equipment for the preparation of viruses from current tissues; - remove the fabrication of the unit, the parts made from current fabrics;
Competencies of self-completion	- control the quality of the robot, which means that defects are detected; - asymmetrical arrangement of different parts; - Unevenness of the edges of parts, sewing rows, seam allowances, - Lack of soft-thermal treatment.
Professional competencies for the profession of “constructor - fashion designer”
Emotional and psychological competencies	- aesthetic sensitivity, the appearance of beauty during the creation of sewing products; - sensorimotor competencies (smartly coordinating actions when designing construction robots, design, different colors, etc.)
Regulatory competencies	- Take out the size signs; - there will be armchairs for the base of the structure; - Vikonuvati technical modeling; - Decide on technical layouts: calculate the cost of materials per layout, choose the optimal type of layout; - Prepare experimental model: - Prepare patterns; - Store design and technological documentation; - fill in your passport in accordance with the form; - Store supporting documentation for technological processing of the production process;
Social competencies	- immediately accept the agreement: establish contact with the deputy; wait with the technical department managers for the design of sewing machines; edit the sketch of the model; determine the number of folding elements; - for everyday use, the basis of the design is to use new information technologies: Autocad, CAD “Assol”; - present the project to the Vikonavians, motivate the team of Vikonavians for the project: establish the project’s worth, its originality, competitiveness, advise the masters of the experimental workshop on the preparation of the virus, technology methods detailed processing, production of a series of models;
Analytical competencies	- Determine the benefits to a new concept: constructive, technological, aesthetic; - analyze the significance of the virus that is being broken down, from the texture and structure of materials, processing technologies, and apparent possession; - analyze the sketch of the model by structural belts: silhouette, horizontal and vertical lines, proportions, shape and arrangement of parts; - choose the most rational options for constructive solutions of the main methods of forming and finishing details, external design of sewing threads;
Creative competencies	- present the model to the manager directly to fashion, the importance of the power of fabric, and the peculiarities of the figure; - vikonuvati design virobu with urahuvannyam power of current textiles; - model different silhouettes and different types of sleeves; - Select the optimal technological option for the design solution of the silhouette line; - develop models and designs of germs of various forms and blood types for mass production; - Build a family of models based on the output model; - evaluate the novelty of possessed viruses;
Competencies of self-completion	- check the division of the armchair structure: the length of the cuts that come out, the cuts of the neckline, armhole, bottom, waist, sleeves, sleeve hem; - control and adjust the manufacturing process: check the quality of the cut, check the quality of the sewing; evaluate the technological effectiveness of the design, control the consistency of the design of the design, evaluate the aesthetic appearance of the design, improve the design of the design by changing technological defects.

Analyzing the data on the classification of professional competencies, it is possible to come to a conclusion about the importance of regulatory competencies in the structure of the mowing activity. When analyzing the professional competencies of a designer-fashion designer, the first plan is to include creative, social, analytical competencies, self-reflection competencies, while their regulatory competencies play a less important role. At this point, it is necessary to develop respect when forming basic (background) competencies in the initial professional process.

This does not mean that the preparation of the seam must be given respect for the formation of regulatory competencies. A special development requires the harmonious development of all competencies, therefore, due to the general formation of regulatory competencies, in the welding profession, which is about to begin, it is necessary to develop other competencies, especially creativity Although these competencies are self-refinement, some of these competencies are not sufficiently developed in further professional activity.

Thus, the classification of cultural and professional competencies allows us to identify the peculiarities of assessing the level of formation of the subject and other activities in the light process of initial laying of the cob and average professional education.

12. Specialty of the teacher, basic competence of the teacher

13. Universal initial activities

Concepts, functions, warehouse and characteristics of universal initial actions on the basis of cobalt illumination
The consistent implementation of an effective approach is aimed at increasing the effectiveness of illumination, the greater the knowledge acquired by students, the possibility of their independent collapse in the galus that is growing There is a need to increase their motivation and interest before starting.
Within the framework of the active approach, the main structural components of initial activity are considered as primary activities - motives, specific goals (initial goal and task), initial activities, control and evaluation, formation There are some successes in the lighting installation.
When assessing the formation of the initial activity, the age-old specificity is taken into account: a gradual transition from the full-time activity of the teacher and the study to the separate and independent activity with elements of self-awareness. self-improvement of activity (in young children and older children).
The concept of “universal initial actions”
The term “universal initial actions” means that the subject’s ability to self-development and self-improvement by the knowledgeable and active assimilation of a new social knowledge is taken into account.
Universal initial activities, as well as established activities, reveal to students the possibility of a broad orientation, as in various subject areas, and in the most initial activities, which includes learning Domaining of purposeful directness, value-meaning and operational characteristics. Thus, the amount of time taken into account ensures the full mastery by students of all components of initial activities, which include:

cognitive and initial motives,
initial meta, initial tasks, initial actions and operations (orientation, material processing, control and evaluation).

Functions of universal initial processes:

the security of opportunities learns to independently carry out the activity of the beginning, set initial goals, discover and discover the necessary features and ways to achieve them, control and evaluate the process and results of the activity;
creation of minds for the harmonious development of individuality and self-realization based on readiness for continuous illumination; ensuring successful acquisition of knowledge, development of skills, development and competencies in any subject area.

Universal elementary activities may have a supra-subject, meta-subject nature; to ensure the integrity of the cultural, special and cognitive development and self-development of specialness; ensure the onset of all stages of the lighting process; lie at the basis of the organization and regulation of any activity of the school regardless of its special subject area.
Universal initial steps will ensure the stages of mastering the initial place and forming the psychological aspects of the study.
Types of universal initial actions
In the warehouse of the main types of universal initial actions you can see four blocks: special, regulatory(which also includes self-regulation), cognitiveі communicative.

14. Special, regulatory and communicative management systems

Special universal initial activities ensure the value-meaning orientation of students (skillful understanding of principles and principles with accepted ethical principles, knowledge of moral standards and ability to see the moral aspect of behavior) and orientation in social roles and inter-personal differences. Before the initial action, you can see three types of special actions:

special, professional, life self-esteem;
The meaning is that the academic connection is established between the method of the initial activity and the motive, in other words, between the result of the action and the thing that leads to the activity for which it is being done;
moral-ethical orientation, focus and evaluation of the acquired place, which will ensure a special moral choice.

Regulatory universal initial actions ensure that students are organized in their initial activities. It is clear to them:

goal-oriented as setting the initial task on the basis of a comparison of what is already known and learned, and what is not yet known;
planning - the importance of the sequence of intermediate goals in order to achieve the final result; the structure of the plan and the sequence of actions;
forecasting - anticipation of the result and equalization of acquired knowledge;
control of the form according to the method of action and the result from a given standard by identifying the improvement and quality of the standard;
correction - making the necessary additions and adjustments to the plan and method of integrating different expressions into different areas, actual integration and the result of the assessment of this result by the students themselves, the teacher, and friends;
assessment - seeing and knowing what has already been mastered and what still needs to be learned, knowing the quality and level of mastering; evaluation of work results;
self-regulation as a function of the mobilization of forces and energy, of volitional strength and power transfer.

Communicative universal elementary activities ensure the social competence and attitude of other people, partners in collaboration and activity; remember to listen and enter into dialogue; take part in the collective discussion of problems; Integrate into a group of one-year-olds and have productive interactions and interactions with one-year-olds and adults.
Prior to communicative actions:

planning initial training with the teacher and peers - the purpose of the participants, the functions of the participants, the methods of interaction;
setting up nutrition is an initiative response to the search and collection of information;
heightened conflicts - detection, identification of problems, search and assessment of alternative ways to resolve conflicts, adoption of solutions and their implementation;
managing the partner’s behavior;
carefully express your thoughts with sufficient detail and precision; The expression of monologue and dialogue forms of language is consistent with the grammatical and syntactic norms of native language and everyday communication patterns.

15. P_znavalny UUD

Educational universal elementary activities include: initial, logical initial actions, as well as the formulation and development of the problem.
Initial universal activities:

independent vision and formulation of cognitive markings;
searching for and seeing unnecessary information;
structure bathroom knowledge;
informed and sufficiently aware of the daily communication in spoken and written forms;
choosing the most effective ways to achieve the highest goal depends on specific minds;
reflection of the ways and minds of action, control and evaluation of the process and results of action;
reading with meaning as a meaning of meaning, reading and choosing the type of reading is important; obtaining necessary information; identification of basic and other information; free orientation and combination of texts of artistic, scientific, journalistic and official business styles; reasonable and adequate assessment of the characteristics of mass information;
formulation and formulation of the problem, self-creation of activity algorithms for the most common problems of a creative and creative nature.

16. Knowledge, memory, skills

17. Navchannya and development

18. The main research ambushes of educational psychology

19. Problems of educational psychology

20. The problem of the child’s psychological readiness before beginning

21. History of educational psychology

22. Theories originated from Ancient Greece (Plato, Aristotle)

Plato
Plato (bl. 427-347) was the most prominent teacher of Socrates. In truth, Socrates never wrote a single word about his philosophy, but created Plato. It is extremely important that fragments of Plato’s early dialogues were created by him in order to show Socrates’ approach to knowledge, and were speculations about the great reader. However, the later dialogues do not represent the philosophy of Plato himself and before Socrates in any way. Plato was already oppressed by the stratum of Socrates, having destroyed the voluntary expulsion to Pivdennoy Italy, and having been drowned by the influx of the Pythagoreans. This fact is of great importance for the coming world and has a direct bearing on all areas of epistemology, including the theory of the beginning that has come from that hour.
The Pythagoreans believed that number plates controlled the Universe and flowed into the world of speeches. They believed that numbers and their various combinations were the cause of the physical world. And the insults, like the number itself, as well as the physical manifestation that was invoked by it, were really real. Also, for the Pythagoreans, it was abstract and objective that they had little ability to relate to physical objects. Above those physical phenomena were seen only as manifestations of the abstract. If we want numbers and matter to enter into mutual interaction, matter itself, and not numbers, we accept the help of our organs with sensitivity. This leads to a dualistic view of the Universe, in which one aspect can be known to the general public, and another - not. Following these phenomena, the Pythagoreans achieved great success in mathematics, medicine and music. However, over time it turned directly into a mystical cult, and could no longer become its members and gain its wisdom. Plato was one of such people. Plato's later dialogues reflect an outlier acceptance of the dualistic Universe that the Pythagoreans believed. Having developed the theory of knowledge, it is based on what the Pythagoreans discovered about those who found the abstract to be objective and meaningful.

Aristotle (348-322 BC), one of the students of Plato, the first to follow the teachings of Plato and later, some of the new ones. The main difference between the two thinkers lay in their relationship to sensitive information. For Plato, it is not worth the respect of perversion, but for Aristotle it is the basis of knowledge. In keeping with his whimsical approach to empirical caution, Aristotle collected a large collection of facts about physical and biological phenomena.
However, the thirsty world did not give rise to the mind of Aristotle. Assuming that the sensory connections were just the beginning of knowledge, then it is necessary to look at these connections in order to find out the logical connections in them. The laws that govern in the empirical world cannot be understood except for additional sensitive information, unless they are responsible for additional active thought. Well, Aristotle believed that knowledge is gained from sensitive knowledge and reflection.
There are two main differences between the theories of knowledge of Aristotle and Plato. First of all, the laws, forms and universals, which Aristotle occupied himself with, did not live side by side with their empirical universe, as was the case with Plato. The stench simply bubbled up due to interconnections in the natural environment. In another way, according to Aristotle, all knowledge is based on sensitive evidence. For Plato, obviously, this was not the case. The very thing that Aristotle asserted is that by all means knowledge is sensitive evidence, which is conveyed to the empirics.
Expanding his empirical views on knowledge, Aristotle formulated the laws of association. He said that it is possible to predict either a guess about an object or a guess about similar objects (the law of similarity), a guess about previous speeches (the law of contrast) or a guess about objects that were initially associated with that object (the law of simultaneity ). Aristotle also noted that more often than not two things are part of one piece of evidence, it is even more certain that there is mutual agreement between a guess about one of these and a guess about something else. Later in history, this pattern became known as the law of repetition. Also, like Aristotle, sensitive evidence gives the germ of ideas. Ideas that are inspired by empathetic evidence will be a stimulus for other ideas according to the laws of similarity, contrast, contiguity and the principle of repetition. In philosophy, the position about those relationships between ideas can be explained by the laws of association is called asocianism. The example is how ideas are related to each other according to the law of continence.
In addition to promoting the status of empirical research, Aristotle contributed extensively to the development of psychology. He wrote his first history of psychology, entitled “About the Soul” (De Anima). He has written a lot of works dedicated to the sensory organs of people, including sight, hearing, smell, taste and taste. Having made a significant contribution to the further development of the concept of memory, thought and learning. As we noted, the associative principles of similarity, expansion, coexistence and repetition later became the basis of the doctrine of associatism, which is still partly the modern theory of modernity. Taking into account this colossal contribution from the developments of science, you can learn that by placing the mind at the heart and pressing the brain with the blood cooling system. About Aristotle’s great infusion of theory, Weimer (1973) said:
To tell the truth... it will become obvious that the doctrines of Aristotle are the essence of modern epistemology and psychology. The centrality of associationism as a mechanism of reason is so universally accepted, although we would like to be careful that any new theory, proposed for discussion in this century, does not forget to base its arguments on associative principles (p. 18 ).
With the death of Aristotle, the development of empirical science began. At the turn of the century, scientific research, directed by the philosophical ideas of Aristotle, was not interrupted by the continued destruction of the ancient Greek powers, barbarian raids on Europe (the expansion of Christianity or the development of early scientific research) The Middle Ages were based on the teachings of ancient authorities, but the ideas of Plato’s philosophy were even more impacted on early Christianity The concept of man, which was important at that time, is described as follows by Marx and Cronan-Hillix (Marx & Cronan-Hillix, 1987): People were seen as creatures whose soul and free will led them simple natural ones laws and subordinated only to their powerful Svaville and, perhaps, to the power of God.