Mythological knowledge tries to explain the world in fantastic and emotional images. In the early stages of development, humanity did not yet have enough experience to understand the true causes of many phenomena, so they were explained with the help of myths and legends, without taking into account cause-and-effect relationships. For all its fantastic nature, myth performed important functions: within its capabilities, it interpreted questions of the origin of the world and man and explained natural phenomena, thereby satisfying man’s desire for knowledge, provided certain models for activity, defining rules of behavior, passing on experience and traditional values ​​from generation to generation. per generation.

2. Religious knowledge
Religious knowledge is thinking on the basis of dogmas recognized as irrefutable. Reality is viewed through the prism of “articles of faith,” the main one of which is the requirement to believe in the supernatural. As a rule, religion is focused on spiritual self-knowledge, occupying a niche in which both ordinary and scientific knowledge are powerless. Religion, being a form of obtaining and expanding spiritual experience, has had a significant impact on the development of mankind.

3. Everyday practical knowledge

Everyday practical knowledge is based on common sense, everyday intelligence and life experience and is necessary for correct orientation in repetitive situations of everyday life, for physical work. I. Kant called the cognitive ability that ensures such activity reason.

4. Artistic knowledge

Artistic knowledge is based not on scientific concepts, but on holistic artistic images and allows you to feel and sensually express - in literature, music, painting, sculpture - subtle shades of mental movements, human individuality, feelings and emotions, the uniqueness of every moment of a person’s life and the nature that surrounds him. .The artistic image seems to complement the scientific concept. If science tries to show the objective side of the world, then art (along with religion) is its personally colored component.

5. Philosophical knowledge

Philosophical knowledge, considering the world as an integrity, is primarily a synthesis of scientific and artistic types of knowledge. Philosophy thinks not in concepts and images, but in “concept-images” or concepts. On the one hand, these concepts are close to scientific concepts, since they are expressed in terms, and on the other hand, to artistic images, since these concepts are not as strict and unambiguous as in science; rather, they are symbolic. Philosophy can also use elements of religious knowledge (religious philosophy), although in itself it does not require a person to believe in the supernatural.

6. Parascience
Unlike these types, scientific knowledge presupposes an explanation, a search for patterns in each area of ​​its research, requires strict evidence, a clear and objective description of facts in the form of a coherent and consistent system. At the same time, science is not completely opposed to everyday practical knowledge, accepting some elements of experience, and everyday experience itself in modern times takes into account many of the data of science.

Paths of knowledge mean ways of obtaining knowledge. In the course of social development, knowledge is passed on from generation to generation, growing and becoming more precise in diverse but interconnected socio-cultural forms. A distinction is made between scientific (based on rationality and logic) and non-scientific (based on sensory-imaginative perception of the surrounding reality). Science is experimental knowledge. It appeared only in the 15th century. Part scientific knowledge is social cognition. Scientific knowledge of such an object as society includes social knowledge(sociological approach) and humanitarian knowledge(universal approach).

Unscientific way of knowledge presented in the following forms:

- everyday-practical (everyday);

- gaming;

- visual arts);

- mythological;

- religious;

- folk wisdom and common sense;

- self-knowledge;

- parascience (pseudo-scientific knowledge)

Historically, the first form of knowledge was mythological knowledge.

Myth- the earliest way of understanding natural and social reality (i.e., the story of an ancient man about the universe). Mythological knowledge - this is the first attempt of humanity to generalize and explain various phenomena of nature and society in fantastic images, a unique form of manifestation of the worldview of ancient society. Mythological knowledge is closely related to religious knowledge, since it reflects elements of religion and ideas about the supernatural. Religious and philosophical forms of knowledge emerged from myth.

Everyday practical, or everyday, knowledge(“And experience, the son of difficult mistakes...”) is formed on the basis of life practice, the experience of everyday life, which provides basic information about nature and the surrounding reality and represents a simple set of useful information, signs, orders of elders, personal experience. We learn a lot already at the level of our ordinary common sense. However, everyday knowledge is subjective and individual. The everyday knowledge of a rural and urban resident will differ in everyday things (where water comes from, how many minutes it takes to walk from home to school, etc.).

Folk wisdomAnd robust meaning- this is the generalized practical knowledge of entire generations.

The increasing volume and complexity of people's activities aimed at satisfying their needs led to the need to record knowledge and practice achievements in the form of descriptions. Moreover, such descriptions contained the combined generalized experience of different people, sometimes even many generations. Such generalized practical knowledge formed the basis folk wisdom. From generalized experience, unique aphorisms, sayings, judgments containing practical conclusions arose. Most of the provisions of folk wisdom, recorded in proverbs, sayings, riddles, are initially associated with practical objective activity (“Strike while the iron is hot”). This judgment was born from the observation that metal should be processed in a state where it is easier to influence. This judgment means a call to do something in a timely manner while conditions are conducive to activity.

A distinctive feature of folk wisdom as a kind of set of recipes for behavior for different cases is that it is heterogeneous and contradictory. This is due to the fact that it records the attitude of different people to the same phenomena and actions. In the body of folk wisdom you can find directly opposite judgments on the same issue. For example: “Don’t put off until tomorrow what you can do today” and “The morning is wiser than the evening.”

The dictionary defines common sense as people's views on the surrounding reality and themselves that spontaneously develop under the influence of everyday experience; these views are the basis for practice and morality. Common sense includes certain information acquired spontaneously, without special cognitive activity. This knowledge is acquired to the extent that a person masters the living, direct experience of his contemporaries, the skills of human life. It constitutes the so-called natural thinking and is inherent in every healthy person. So, from the point of view of common sense, if you don’t know how to use any device, it is advisable to ask someone who does know, and if there is none, do not touch the device unless absolutely necessary. Common sense dictates that it is better not to do anything that could harm others or yourself.

Religious knowledge- this is a set of religious feelings, views and ideas about God, the immortality of the soul, etc. The main sign of religious consciousness is belief in the supernatural. Religious knowledge proceeds from the fact that the world was created by an eternal and unchanging spiritual essence - God. Knowledge of the divine essence from the point of view of religious knowledge is knowledge of the world. God created this world and all its laws, which means he can change them. Thus, it makes no sense to study the laws of the world, but one should only cognize God.

Cognitive side art lies in the fact that the perception of an artistic image entails an expansion of human experience, covering both the sphere of the present and the sphere of the past, and sometimes the future. A specific way of artistic cognition is the use of an artistic image. Of course, art is not limited to understanding the world; its purpose is much broader. Art expresses a person’s aesthetic attitude to reality. Life experience - through the medium of artistic form - not only expands, but also deepens: a person feels his connection with contemporaries and past generations. This experience is not only the knowledge of the previously unknown, but also the perception of a complex flow of feelings, a world of emotional experiences, moral and other ideological problems, thinking through previous life decisions from new points of view. Art allows us to understand the typical and universal through isolated, unique phenomena and facts. At one time, literary critic V.G. Belinsky called the novel A.S. Pushkin’s “Eugene Onegin” as “an encyclopedia of Russian life.” Indeed, through the biography of Onegin, the reader is shown the most different aspects of the life of Russian society at the beginning of the 19th century.

Some researchers identify the gaming form of knowledge as a special form. Game cognition is built on the basis of conventional rules, goals and game norms. It is educational in nature and reveals the qualities and capabilities of a person. It is considered one of the first forms of knowledge.

Self-knowledge, or reflection, occupies a special place in cognitive activity.

Self-knowledge - this is the knowledge of a special object, that is, oneself. It occurs on the basis of the formation of the image of “I” (attitude towards one’s own appearance and the idea of ​​one’s abilities), which then turns into self-esteem. Self-esteem is an emotional attitude towards one's own image. “I am talented” or “I am untalented.” The image of “I” does not remain unchanged throughout life. An important means of cognition is self-confession - a complete internal report to oneself. Self-study can also be carried out in the process of other activities - communication, play, work, cognitive activity, but in some difficult situations it requires special efforts and knowledge.

Parascientific(literally from Latin pseudo-scientific) external knowledge imitates scientific knowledge. However, in parascience there are many vague and unproven positions; there is no objectivity and verifiability, for example in ufology, astrology, etc. Sometimes parascience includes knowledge that does not yet find a clear and coherent explanation within the framework of existing scientific theories.

State budgetary educational institution secondary school No. 444 of the Frunzensky administrative region

St. Petersburg

Lesson summary on the topic

“Diversity of ways to understand the world”

Voronova

Tatiana Fedorovna,

social studies teachers

Saint Petersburg

2012

Explanatory note for the lesson

The lesson is compiled in accordance with the program of L.N. Bogolyubov “Social Studies”, (basic level) and can be taught in 10th grade when studying the section “Man and Society”. The topic is “Cognition and knowledge.”

This is an integrated lesson(Social Studies and World Artistic Culture),a lesson in consolidating and summarizing acquired knowledge on the topic: “The diversity of ways to understand the world”, their systematization, as well as the formation of skills and abilities to read and interpret various cultural texts.

This form of lesson organization helps students learn to simultaneously apply existing knowledge in a slightly different situation. The lesson was developed using a multi-channel model for mastering cultural heritage, the method of open questions and elements of critical thinking technology.

Conducting this lesson is advisable after studying such fundamental concepts of the social studies course as society, man, man as a spiritual being, the variety of human activities, various ways of understanding the world, as well as consideration of important philosophical and debatable questions: “What is a person?”, “Goals” and the meanings of human life”, “Truth”, “Methods and ways of human cognitive activity”, “about the uniqueness of various ways of knowing the world”...

Lessons devoted to the problems of cognition and epistemology, in addition to their important informational value, are no less significant from an ideological point of view, since even today many aspects of epistemology still do not have an unambiguous answer and are debatable. In addition, especially in recent years, the so-called “social construction of reality” often occurs. , in which numerous media play a huge role, the influence of various mythological practices, pseudo-scientific theories is growing, many other ways of manipulating consciousness appear, and therefore the problem of conscious perception and critical processing of arrays of various information is quite acute.

The objective difficulties of the paths of knowledge for high school children are further complicated by the subjective ones. This happens due to the psychological characteristics of adolescence, social immaturity, most of them are characterized by a critical view of the world, categorical, and sometimes categorical judgments. Often young people, wanting to fully understand and understand what is personally significant to them today, come across inconsistency, complexity, and inexplicability of the truth that they want to know. How to refrain from extremes, does modern science provide absolute truths, why are “physicists” and “lyricists” still arguing, what unites the knowledge of different aspects of the world around us and one’s own “I”? These questions undoubtedly arouse genuine interest among modern high school students. Therefore, it seems appropriate to focus students’ attention on the fact that, indeed, human knowledge has gone through a very difficult path in its development and modern problems and mysteries did not appear now, but accompany humanity throughout the entire path of social development. Scientific and foreign knowledge coexist in a complex and sometimes contradictory manner, interact and influence each other.

The path of knowledge is complex, contradictory and ambiguous. The difficulty lies in the fact that cognition is a diverse, multi-stage process, conditioned by numerous, not always explainable, causes and conditions that constantly occur in space and time. "The inconsistency of knowledge is already manifested in the fact that it transforms the material into its opposite– perfect. In the process of reflection, the physical (the external world, its actual properties and relationships) is transformed into the physiological (the work of the nervous system, brain) and, finally, into the mental into a fact of consciousness, mental images of things, events, processes. The inconsistency of knowledge is also manifested in the specificity of its forms, in the nature of the connections between these forms.”

The result of cognition is the acquisition of objective knowledge necessary for each person in order to navigate the world around him, plan and implement his activities, understand current events, and predict the future. Knowledge serves as a means of transforming reality; it arises in the process of cognition, consisting of many different forms, stages, and levels. In the theory of knowledge, scientists distinguish sensory and rational knowledge, taking into account intuition as a special moment in the connection between the sensory and the rational. In addition, scientific information is in close relationship with everyday ideas, practical experience, folk wisdom, elements of mythology, as well as data from parascience. A separate type of cognition is cognition through the means of art. This entire multi-colored palette of the world of knowledge exists and operates in interconnection and mutual influence. Students are invited, in advance, having previously divided into groups, to explore various types of knowledge that can be read from an authentic cultural text -fresco work , (created in 1495– 1498 V V ), depicting the scene with their .

Children are encouraged to use the knowledge gained from studying this work of art in the lessons of world artistic culture, as well as to use literary sources, Internet resources and publications in the media.

Schematic drawing of the Last Supper
Leonardo da Vinci with the names of the apostles

The purpose of the lesson:

Using the example of one work of art, illustrate the variety of ways to understand the world, the complexity of the formation and mutual influence of scientific and foreign knowledge.

Tasks:

Educational

Summarize, repeat and consolidate acquired knowledge on the topic

Show the significance of the topic being studied (updating knowledge) for the next cognitive activity of students

Developmental

Promote the development of skills to read and interpret various cultural texts

Promote the formation of critical skills in perceiving information from various sources

Develop the ability to apply knowledge gained from studying different sources in the context of a task.

Improve the ability to use social science terms in the context of answers

Educating

Promote the creation of conditions for the development of communication skills when working in a group

Promote the formation of a positive attitude towards the issue being studied

To help students find their own position in modern debates about cognitive activity in all its diversity and contradictions

Equipment: multimedia installation, reproduction of the fresco “The Last Supper”, schematic drawing of Leonardo da Vinci’s “Last Supper” with the names of the apostles, diagram of “Forms of Knowledge”.

Advance task: each group, after consulting the teacher, prepares a presentation of its answer to the task (presentation, preparation of messages), writing a syncwine.

Technological lesson map

Lesson steps

Lesson topic: “Diversity of ways to understand the world.”

"Study the science first"

“then follow in practice the instructions given to you by science”...

“Experience alone, pure empiricism, is not enough:

experience must be based on reflection.

“Artists, first of all, study science”

Teacher's opening remarks:

Cognitive activities are very diverse. It cannot be presented as an ascending striving for absolute truth, during which more and more new truths appear. On the path of knowledge, misconceptions, disappointments and mistakes await a person. Advanced scientific knowledge exists simultaneously with ignorance and often even with prejudice. Therefore, without diminishing the enormous importance of scientific knowledge, it is recognized that the diversity of human manifestations and the richness of the world around him also requires a diversity of knowledge of reality, a combination of different methods and forms of cognitive activity. Science has gone through a very difficult path in its development. At all times there have been discoveries and mistakes, rollbacks and delusions, often lies were encountered on the way to obtaining reliable knowledge, but at all times geniuses have been born and created, innovative techniques have appeared, immortal works that do not leave people indifferent to this day.

Leonardo da Vinci is one of the greatest figures of the Renaissance, as well as the entire history of mankind. His achievements in the field of fine arts, engineering and technical developments, and discoveries in natural science are widely known. However, in addition to all this, Leonardo da Vinci made a significant contribution to understanding the general principles of scientific knowledge. His philosophical ideas can be effectively used within the framework of modern methodology of scientific knowledge, and acquire particular relevance in the light of the discussions that are taking place at the beginning of the new millennium.

The variety of interests of Leonardo - an artist, experimenter, inventor, and the simultaneous study of many different natural phenomena were generated by the desire to know the true appearance of things, to penetrate into their true essence. The most important thing in Leonardo's unfinished quest is the attempt to create a new method of cognition.

In advance, divided into groups, you had to explore the different types of knowledge that can be read from a famous work of art of the Renaissance,fresco work . You were recommended to use the knowledge gained from studying the “Last Supper” fresco in the lessons of world artistic culture, ideas about the methods and means of scientific knowledge that you acquired while studying school subjects such as physics, biology, chemistry, mathematics and social studies. You had the opportunity to receive the necessary consultations from teachers of World Art Culture and Social Studies, use Internet resources and literary sources, and publications in the media.

Group 1. Scientific knowledge

Exercise:

Why p the inventory became a milestone in history ? What scientific knowledge and discoveries does this work of art convey? What is the fundamental novelty of the organization of space in this creation of Leonardo?

What is the peculiarity of the fresco painting technique? What methods of scientific knowledge did the author use when creating his work? What levels of scientific knowledge does Leonardo confirm and show through his work?

The principle of the “Golden Section” in “The Last Supper”, Leonardo? What methods of rational knowledge did Leonardo before Vinci declare and use in his activities?

Which statements regarding the acquisition of true knowledge formulated by Leonardo are still relevant today?

What is the complexity and inconsistency of Leonardo's scientific knowledge?

Compose a syncwine on the topic “Scientific knowledge.”

Group 2. Art.

Exercise:

Why is this fresco so important for a modern person, and for a young man of your age?

What “eternal” questions concerning every person, a young man of your age, does Leonardo da Vinci pose in this work?

What gives the Last Supper its unique character?

What is unique about the composition of the fresco?

Compose a syncwine on the topic “Exploring the world through art.”

Group 3. Religious knowledge

Exercise:

What event of the Gospel, according to biblical knowledge, is depicted at the Last Supper of Leonardo da Vinci?

The establishment of what main sacrament at the Last Supper does the Gospel of Matthew testify in sufficient detail?

What other rites are performed in the Orthodox Church on Maundy Thursday?

Is it only a religious sacrament depicted in Leonardo's fresco?

Compose a syncwine on the topic “Religious Knowledge.”

Group 4. Parascientific knowledge

Exercise:

What predictions, according to modern researchers of Leonardo’s heritage, are encrypted in Leonardo da Vinci’s painting “The Last Supper”?

Which mathematical-astrologicalis the code compiled by Leonardo being solved by modern researchers of his work?

What is attributed to the symbolism of individual parts of the image? What other hypotheses, according to modern researchers of Leonardo da Vinci’s work, await confirmation?

What myths still accompany Leonardo da Vinci's Last Supper today?

"The Da Vinci Code" by Dan Brown and "The Last Supper" by Leonardo da Vinci?

Which of the researchers of Leonardo’s heritage in Russia claims that it was he who unraveled the mystery of the “Gioconda” and coined the term “Da Vinci Code”

Compose a syncwine on the topic “Parascientific knowledge.”

3 . Summarizing:

When summing up, schoolchildren are asked to analyze their observations about the specifics of understanding the world with the help of an artistic image, to focus on art as one of the most important ways of understanding the world, and also to understand how complex, diverse and contradictory the path of knowledge is. When presenting work and answering questions from the teacher and classmates, it is necessary to use the basic concepts of the topic and social science terms in the context of the answer.

Teacher's final words.

Our joint work has shown how complex and contradictory the knowledge of the world is, what a long and difficult path humanity goes through on the path to comprehending true knowledge. And how difficult it is to comprehend and achieve absolute truth.Our lesson today confirms that,Indeed, human knowledge has gone through a very difficult path in its development, and modern problems and mysteries did not appear now, but accompany humanity throughout the entire path of social development. Importance is obvious all methods of cognition, and at the same time it is difficult to overestimate the importance of cognition by methods of art. What a huge contribution the creations of great masters make to the understanding of the world, and the work of the great Leonardo da Vinci is the clearest example of this.

It is amazing how often today modern figures of culture, science and art turn to the creative heritage of Leonardo.

In literature, in Dan Brown's modern novel " "Analysis of the fresco helps in solving the mystery of the murder of Jacques Saunière. The literary version continues incinema:in the feature film " " The main characters find their faces on the mural in the documentary " " The plot of the fresco is parodied in the animated series " " In the film version of the rock opera , participants of the Last Supper repeat the poses of the apostles . The mural is featured in the documentary series " " In the film's intro " ", the farewell party recreates the Last Supper. All of these contemporary works were created from 2003 to 2009. The fresco does not leave indifferent either cultural and artistic figures, or ordinary people who are eager to touch this work, or the numerous researchers around the world of the creative heritage of the great Leonardo. And the most important result of our lesson is that you understood and compared how little you could say about Leonardo’s fresco before our work began, and how many new and interesting things you learned and can now tell about this work.

4. Homework:

Write an essay on the topic of any statement

1. “He who is carried away by practice without science is like a helmsman entering a ship without a rudder or compass: he is never sure where he is sailing. Practice should always be built on a good theory. The science is the commander, and the practice is the soldiers.”

2. “Artists, first of all, study science.”

Bibliography

World artistic culture in modern school. Recommendations. Observations. Reflections. Scientific and methodological collection.– St. Petersburg, Nevsky Dialect. 2006. –400 p. Ill. Compiled by A.D. Rappoport. General editionL.M. Vanyushkina

Social science. Basic level 10th grade. Methodological recommendations: a manual for teachers L.N. Bogolyubov. M. Education, 2008.–237 p.

Social science. Basic level 10th grade. Textbook for educational institutions. L.N. Bogolyubov. M. Education, 2010. – 351 p.

Social science. Basic level 10-11 grade. Textbook for educational institutions. L.N. Lazebnikova. M. O.O.Oh Astrel. 2004.– 398 p.

Social science. Profile level 10th grade. Textbook for educational institutions. L.N. Bogolyubov. M. Education, 2007. – 406 p.

Anikin M.A. “Leonardo da Vinci or theology in colors” (St. Petersburg, 2000)

Anikin M.A. “On hidden plots and meanings in European fine arts” (St. Petersburg, 2011)

Batkin L. M. Leonardo da Vinci and the features of Renaissance creative thinking. - M.: Art, 1990. – 415 p. Ill.

Gastev A.L. Leonardo da Vinci. M., 1984

Gelb, M. J. Learn to think and draw like Leonardo da Vinci. M., 1961.

Gukovsky M.A., Leonardo da Vinci, L. - M., 1967.

Zubov V.P., Leonardo da Vinci, M. - L.1961.

Leonardo da Vinci. Selected works. Translations, articles, comments. In 2 volumes. T.1.- SPb., M., 2000, p. 89

Manfred Christ. "The Last Supper" by Leonardo da Vinci and the "rediscovery of Christianity."

Slide 1

MBOU "Lyceum No. 12", Novosibirsk teacher of the VKK Stadnichuk T.M.

Slide 2

In the history of the science of knowledge and cognition, various types of knowledge were considered. 1. In ancient times, a distinction was established between knowledge and opinion. 2. The Middle Ages were especially concerned about the relationship between knowledge and faith. 3. The successes of the natural sciences in modern times led to the identification of knowledge and science. Scientific knowledge became the main object of epistemology - the theory of knowledge.

Slide 3

Before science was formed, there were other ways of cognitively relating to the world. But even today, at the beginning of the 21st century, most people do not draw much information about the world from scientific treatises. Along with science, there are other ways of knowledge.

Slide 4

MYTH AND KNOWLEDGE OF THE WORLD
The earliest way of understanding reality was myth. Myth (ancient Greek μῦθος - speech, word; legend, tradition) is a narrative that conveys people’s ideas about the world, man’s place in it, the origin of all things, about gods and heroes. Unlike science, myth replaces explanation with a story about the origin, creation of the universe or its parts.

Slide 5

The myths also affirmed the system of rules and values ​​​​accepted in a given society. The main task of a myth is to set patterns, models for every important action performed by a person; a myth made it possible for a person to find meaning in life.
MYTH AND KNOWLEDGE OF THE WORLD

Slide 6

Cosmogonic myths - myths about creation, myths about the origin of the cosmos from chaos, the main initial plot of most mythologies. Serve to explain the origin of the world and life on Earth. One of the common plots of cosmogonic myths is the birth of the world from the world egg.
MYTH AND KNOWLEDGE OF THE WORLD
William Blake "The Great Architect"

Slide 7

Anthropogonic, or myths about the creation of man, the mythical ancestors of the people, the first human couple, etc. Cosmogonic and anthropogonic myths are often interrelated, often the same gods are responsible for both the creation of the world and the creation of man.
MYTH AND KNOWLEDGE OF THE WORLD
The creation of man by Prometheus.

Slide 8

Eschatological myths are myths about the end of the world; they exist along with cosmogonic myths and are associated with the confrontation between the forces of chaos and space. A variety of such myths are myths about the supposed end of the world in the future, for example the German myth of Ragnarok.
MYTH AND KNOWLEDGE OF THE WORLD

Slide 9

Calendar myths are the mythologization of the change of time cycles - day and night, winter and summer, up to cosmic cycles. They are associated with astronomical observations, astrology, New Year celebrations, harvest festivals and other calendar events.
MYTH AND KNOWLEDGE OF THE WORLD
Yarilo
Ra

Slide 10

Heroic myths are myths about heroes, who can be either children of gods from a mortal woman, or simply legendary figures of the epic. A special category of heroes are cultural heroes - mythical heroes who have made a serious contribution to the culture of the people. Often a cultural hero is a demiurge, participating in creation along with the gods, or obtaining or inventing various cultural objects for people.
MYTH AND KNOWLEDGE OF THE WORLD
Prometheus

Slide 11

One of the oldest beliefs that some peoples have preserved to this day is totemism. Some scientists believe that it was from the belief in the consanguinity of people and animals that myths about werewolves arose - legends about the reincarnation of a person into a wolf, tiger, bear, etc.
MYTH AND KNOWLEDGE OF THE WORLD
Sky in the form of a cow Nut

Slide 12

Quite often in totemic myths the theme of marriage of a zoomorphic creature and an ordinary person occurs. As a rule, this is how the origin of nationalities is explained. The Kyrgyz, Orochi, and Koreans have this. Hence the images of fairy tales about the frog princess or Finist the Bright Falcon.
MYTH AND KNOWLEDGE OF THE WORLD

Slide 13

Astral myths are close to cosmogonic myths, telling about the origin of stars and planets (it is on them that astrology is based). Constellations are transformed animals, plants and even people.
MYTH AND KNOWLEDGE OF THE WORLD
Milky Way
Aquarius

Slide 14

Cult myths tell about the root cause of any action. A classic example is the bacchanalia held in honor of the ancient Greek god Dionysus.
MYTH AND KNOWLEDGE OF THE WORLD

Slide 15

Myths, purified of ritual and elements of holiness, gave rise to fairy tales. The ancient heroic epic also goes back to myths, that is, a legend about the past containing a holistic picture of the life of the people. The most famous examples of heroic epics, closely related to mythology, are the Iliad, Odyssey, Ramayana, etc.
MYTH AND KNOWLEDGE OF THE WORLD
Odysseus
Sita and Rama Ramayana

Slide 16

Studies of myths in the 20th century Ritualism: its most prominent representative was J. Fraser. He considered myths to be ritual texts, in which everything is not accidental, everything has its place and time. These texts cannot be deviated from, and their true meaning is accessible to few.
MYTH AND KNOWLEDGE OF THE WORLD
Functionalism: Lévy Bruhl saw in myth a way of maintaining a certain order, which binds together not only the community of people living at the same time and in the same place, but also their ancestors. (continuity of the culture of the people).

Slide 17

But some features of mythological consciousness are preserved to this day. Many of us still believe that a few simple ideas can explain all the diversity of the world.
MYTH AND KNOWLEDGE OF THE WORLD
1. Myths of political and social life that are created by politicians, parties, journalists: “racial purity”, “welfare state”
2. Myths related to ethnic and religious self-identification: myths about Russia and Orthodoxy in the past and present, the myth about “Russian barbarism”

Slide 18

3. Myths associated with non-religious beliefs: myths about UFOs, Bigfoot, psychic healers
MYTH AND KNOWLEDGE OF THE WORLD
4. Myths associated with popular culture: about a healthy lifestyle, the dangers of milk, bird flu, about America and the American dream

Slide 19

A special way of understanding the world is life practice, the experience of everyday life.
“AND EXPERIENCE, THE SON OF HARD MISTAKES...”
Unlike science, where knowledge is an end in itself, in practical experience it is a “by-product”; The way to form practical knowledge was apprenticeship; Practical knowledge also has its own language: “by eye”, “a little bit”; Practical knowledge does not pretend to be theoretically justified.

Slide 20

Generalized practical knowledge formed the basis of folk wisdom. From the generalization of experience, unique aphorisms, sayings, and judgments containing practical conclusions arose.
FOLK WISDOM
Strike while the iron is hot. Such are the works, such are the fruits. Spring feeds the year. Time cures. Where someone was born, that’s where he fits in. The hut is not red in its corners, but red in its pies. Two deaths cannot happen, but one cannot be avoided.

Slide 21

A distinctive feature of folk wisdom as a kind of set of recipes for behavior for different cases is its heterogeneity and inconsistency.
FOLK WISDOM
Work is not a wolf; it will not run away into the forest.
He who is glad to work will be rich in bread.

Slide 22

Common sense is people’s views on the surrounding reality and themselves, spontaneously formed under the influence of everyday experience, and these views are the basis for practical activity and morality: Helps to navigate the environment Indicates the direction and method of action Does not rise to a scientific explanation
FOLK WISDOM

Slide 23

Art, like science, understands the world around us. However, unlike a scientist, an artist, when reproducing the forms and phenomena of the visible world, expresses first of all his attitude, experiences and state of mind.
ART

Slide 24

A specific way of artistic cognition is artistic generalization, an image. Being a reflection of reality, the image has certain properties of a real object.
ART

Slide 25

ART

Slide 26

In ancient and medieval art, the place of the artistic image was occupied by the canon - a set of applied rules of artistic or poetic craft.
ART
ANDREY RUBLEV
SIMON USHAKOV
DIONYSIUS

Slide 27

During the Renaissance, the idea of ​​style appeared as the right of the artist to create a work in accordance with his creative initiative, i.e. create the world according to your own idea of ​​it. ... In painting, the resemblance of a real person to his image was so close that he seemed alive.
ART
R. SANTI “MADONNA BELVEDERE”

Human cognitive activity is very diverse. There are many ways to understand the world. One of them is science and philosophy. Non-scientific forms of knowledge include mythology, religion, art, literature, life experience, and folk wisdom.

Philosophy and science did not exist at all stages of development of human society, not at all times and not among all peoples.

The science– a sphere of human activity, the task of which is the development and theoretical systematization of objective knowledge about reality. The system of developing knowledge, which is achieved through appropriate methods of cognition, is expressed in precise concepts, the truth of this knowledge is tested and proven in practice. Basic provisions of scientific knowledge:

1. Recognition of the reality of the world

2. Recognition of the cognizability of the world by man

3. Conviction in the rationality and laws of the world order.

Philosophy. The concept of “philosophy” appeared among the ancient Greeks and is often translated as “love of wisdom” (“philosophy”; Greek “phileo” - love, “sophia” - wisdom).

Philosophy, unlike the special sciences, religion and art, is not limited to one subject or sphere of reality. Philosophy tries to embrace the natural world, the supernatural, and the inner world of man. Philosophy does not have a specific subject, because the questions that philosophy poses are too global and complex. An object is something that can be strictly delineated. And philosophical content can be seen everywhere. Trying to embrace the whole world in its unity, philosophy poses questions of an ultimate nature: What is the essence of the world? What are its origins? By what laws is the world structured and developing, or are there no laws in it? Why is the world like this? What is the meaning of social history? What is the meaning of human life? Or maybe there is no meaning or purpose, and human life is just the will of blind chance? Do we know the world? etc. The content of philosophy can be seen in everything that exists. Philosophy examines this multifaceted world from all sides and strives to embrace all of reality in its unity. Philosophy is characterized by the idea that the world has an internal unity.

Philosophy has its own special method - a rational (from the Latin rationalis - reasonable) way of explaining reality. Philosophy strives for logical argumentation and validity. This distinguishes it from such forms of spiritual culture as religion, mythology and art, which do not set out to explain it rationally. Philosophical knowledge is based not on faith, artistic image or fantasy, but on reason.

Unscientific knowledge

Mythology. Myth is the most ancient form of social consciousness. It arose as an answer to human questions about the origin and structure of the world, about the causes of natural phenomena, about the origin of animals and humans. By creating myths, ancient people tried to explain the origin of the world and man, without setting out to prove anything; their fantastic ideas were taken on faith.

The main premises of mythological logic: 1) primitive man did not distinguish himself from the environment; 2) human thinking retained the features of interpenetration and indivisibility, and was almost inseparable from the emotional sphere.

The following features of mythological consciousness can be distinguished:

1) humanization of all nature, anthropomorphism (man transferred his features to the outside world, endowed the world with his own properties and qualities; natural objects and phenomena were attributed to animation, rationality, human feelings and often human appearance); 2) zoomorphism (mythological ancestors were given animal features).

The main functions of the myth:

1) explanation of the world order;

2) regulation of existing social relations.

The story of the events of the past serves in myth not only as a means of describing the structure of the world, a way of explaining its current state, but also serves as a regulator of social relations. People's cognitive attitude towards the world was consolidated in collective memory, in the mandatory observance of unwritten requirements and prohibitions (taboos). The actions and actions of the heroes were fixed in traditions and became standards of human behavior.

We can observe mythological consciousness in today's life. Having appeared in the primitive period of human history, mythology did not disappear, but continues to exist along with other religious and philosophical ideas. So, for example, a child from birth to about three years old is in a mythological space. He does not separate himself from the world, and everything around him is the same as himself. If a child hits a table, he knocks on it, trying to punish the object that caused him pain. In children's drawings, inanimate objects can be depicted with eyes, ears, and smiles. Everything around in a child’s perception lives and feels.

Religion. The subject of religion is the supernatural world (spiritual), which cannot be touched and where it is impossible to conduct an experiment. In addition, religion does not set out to prove anything; religion has a different purpose - the unity of the inner world with God. Religio (lat.) – connection, reunion; piety, shrine, object of worship, piety. Religion is a worldview and corresponding behavior based on a person’s faith in God (in paganism - gods). Religion sets before a person the task of spiritual improvement and “restoring communication with God.”

Art and literature. The subject of art and literature is, as a rule, the inner, spiritual world of a person, in which the outer world is reflected in various forms. Art expresses and conveys feelings, moods, experiences and uses artistic images.

Life practice, experience of everyday life. A large amount of practical knowledge was given to people by the activities of a craftsman, farmer, cook, doctor, builder, etc. A mandatory way to develop practical knowledge was to study with an experienced mentor, master, craftsman. In the process of learning, work, observation and dexterity, professional skills are formed. In the process of acquiring life experience, a person acquires not only practical knowledge, but also assessments and norms of behavior, and he acquires them without special effort, acting according to a model.

Folk wisdom. The increasing volume and complexity of people's activities led to the need to record knowledge and practice achievements in the form of descriptions. Such descriptions contained, as it were, the generalized experience of different people and even many generations collected together. This generalized practical knowledge forms the basis of folk wisdom. Folk wisdom is expressed in aphorisms, proverbs, sayings, riddles, fairy tales, etc.