The Science of Thinking (Part 1)

Context and relevance. The author raises the problem of the difficulty of defining and operationalizing the concept of "thinking" and "thought," especially in the context of school education. It emphasizes the gap between the declarative requirement to "learn to think" and the lack of a unified understanding of what exactly this process is, and also discusses the relationship between thought and word. Purpose. Analyze various philosophical, psychological and cultural approaches to the definition of thinking, consider the nature of the thought act and discuss the pedagogical consequences of these views for the development of thinking among students. Hypothesis. Thinking is heterogeneous in nature (includes different forms, levels, and mental functions). The connection between thought and word is not automatic, but thought in the cultural aspect is inextricably linked with meaning (word). The process of birth of thought is individual and resists full formal description or mechanization of learning. Methods and materials. Theoretical analysis and synthesis of interdisciplinary sources (philosophy, psychology, cognitive studies, pedagogy). An overview of the views of various thinkers and scientists (J. Dewey, G.G. Shpet, L.S. Vygotsky, M.K. Mamardashvili, M. Wertheimer, K. Jung and others). Analysis of specific cases of intellectual activity (for example, a description of the process of creating the theory of relativity by A. Einstein through the prism of research by M. Wertheimer). Results. It has been established that thinking is polyphonic and heterogeneous: different forms coexist in it (sensorimotor, figurative, verbal) and different functions (cognition, feeling, will). It was revealed that thinking is not just a set of logical operations, but a holistic process in which logic often manifests itself in the form of visual images or intuitive directions. It is noted that the traditional school system often replaces the development of genuine thinking with mechanical repetition or teaching only rational aspects, suppressing intuition. It is confirmed that the act of thinking is a tool for overcoming "apparent life" and a way of determining a person's place in the world. Conclusion. Thinking is a complex, multifaceted and largely individual act that cannot be completely reduced to a single theory or set of rules. For effective education, it is important not to impose narrow thinking tools, but to create conditions so that the student can experience the joy of the birth of his own thought, developing theoretical interest and avoiding the mechanization of learning.