Flint models in sparks of interdisciplinarity
Cutting off the degrees of freedom, the models retain the element of the game and vulnerability - the cradle of scientific creativity. The established conceptual apparatus dictates the “rules of the game”, regulates the meaningful work of the language, defining actions according to the rules, in violation of the rules, their permissible change, etc. Inventing different language games (practical situations of possible application of basic concepts), we train conceptual competence (orientation, dexterity) of readers, students, instilling in them skills of applying concepts in changing situations, the ability to get out of conceptual deadlocks (L. Wittgenstein).
In the meaning of thinking style and cognitive activity, modeling saturates interdisciplinary communication (communus gifts of communication) with interval “exchange zones” (Peter Galison), builds “corridor situations” (M. Petrov), improves games in communication, overcoming breaks and pauses of misunderstanding. or ignorance. It reproduces, if possible, the traditional in cognitive activity.
To overcome the resistance of the stranger in his pragmatic development and discovery of the new. To expand the horizon of one’s own vision, understanding and representation in the striving to see the phenomenon in integrity. The language of the model makes it possible to bypass the disciplinary tightness of discourse at the expense of internal resources to be both open and autonomous - adaptively movable and stabilizing. In an instrumental sense, the model performs a constitutive function, organizing knowledge in a single pattern. This creates a prototype of the convergence mechanism, although the “qualifying” modeling function primarily enhances disciplinary disunity. Moving in the fork "between" disciplinary and conceptual disunity, modeling, as a state and mode of existence of cognitive activity, has the ability to generate a new one, its modeling. The assimilation of the life-giving function of modeling can be reproduced in the process of transdisciplinary learning and learning at the intersection of disciplinary and practical tasks in the model embodiment. In the zone of solving existential problems that go into the life world not only of an individual, a taste is born to expand the personal competencies of design and modeling that are in demand by the modern community.
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