Home – Home – Jornals – "Philosophy of Education" 2021 number 1

Introduction. The content of the paper is aimed at revealing the nature of the cognitive process, the procedural content bases of the development of cognition in the form of the formation of a system of scientific concepts through the marginal transitions of meanings-senses-meanings. According to L. S. Vygotsky, the meaning of words develops both in its structure and in the system of cognitive processes that underlie it. Otherwise, with the development of the meaning of a word, not only its semantic, but also its systemic psychological structure changes. Methodology and methods of the research. The basis of the research is the categorical-dialectical methodology, the means correlated with the theory of knowledge, the dialectical system of categories. The basis of the method of experimental research of the paradox of psychological description of cognitive processes is the author’s “Method of marginal transitions” (L. I. Krupina). One of the sides of the content manifestation of this technique is the double transition of” units of consciousness “of meanings-senses-meanings” in the process of modifying the “semantic structure when it is embodied in words” by means of categories. This requires differentiation of both sides of external and internal speech, awareness of their differences and the nature of each of them. The experiment, conducted outside the boundaries of classical psychology, required a fundamentally different structure, where the category was both the means and object of research, as well as the organizer of the process of cognition of the subject, which ensured the effectiveness of the double transition of meaning - sense - meaning. Its participants were 65 pupils of the 10th grades with advanced study of physics from the School №1 (Kemerovo). The results of the research presented in the form of nonverbal, self-conscious, voluntary, systematic actions of the subjects of the educational process for the formation and development of a system of scientific concepts based on the idea of the evolution of the principle of relativity as one of the fundamental concepts of physics. Conclusion. As a result of theoretical and experimental research, the authors managed to pre-empt the essence of the paradox of the cognitive process, which required other conditions and means for its elimination, contributing to the expansion of the boundaries of classical science. Scientific novelty and theoretical significance of the research: to identify the paradox, the identification of its internal contradictions, content, accompanying the constraints of classical pedagogy and psychology, through the education and development of scientific concepts, distinctions of values and meanings, responsible for the formation of scientific concepts of unity and integrity of our consciousness as a system-semantic structure responsible for the development of higher mental functions, ensuring the unity of the individual and the cultural-historical experience of humanity.