System Approach in Philosophical and Psychological Paradigm

This paper is entirely focused on exploring the phenomenon of system organisation of thought within the general psychological framework. It analyses the ability of pupils to identify the origin of a system of objects and to single out genetically initial relations that determine concrete and particular manifestations of this system. It is known that one cannot learn school subjects successfully without being able to single out the principles underlying learning tasks. The author compares various approaches to the concept of system organization and shows that system organization of learning and cognitive actions is not an integral phenomenon, but has its own psychological mechanisms, its own structure and age-specific dynamics.

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