Cognition as Teaching: an attempt of historical and philosophical research

Abstract

Cognition of truth as the right (adequate) knowledge about the surrounding natural and social being (from the primitive mythology to philosophy of the end of 18-th - begining of the 19th century) has been perceived for a long time as a mirror «copying» («catching», «repetition», etc.) by human consciousness of one or other external objective «realities» (meeting of «external similar with the internal similar» — antiquity; searching for «hidden» — «innermost» — in the text of «Holy Scripture» God's revelation about the world; «transition» from nature, or from objective spirit of the news about the objective reality into the human-being's head — middle ages and New time, etc.) — «techniques» of such
«extraction», «husking», «transition» of the «objective truth» from the outside into the human consciousness has been comprehend as a cognitive process. With the origin of the «activity» (in contrast to the «mirror-reflective» one) comprehension theory (Kant's teaching about «productive imagination», Marx's teaching about the practice and its pragmatic variety, phenomenological and existential concept of intentional and creative constitution of truth, etc) in the view of cognition (second part of the 19–20-th centuries), it is affirmed the idea about the essence and sources of truth and the new pedagogy as an art of skills training in forming the true knowledge is appeared.