Philosophical Trends Underlying Educational Methodology Aiming at Creative Development of Elementary Students

Аннотация

This article provides information to junior students of general secondary schools on the semiotic approach, the areas of semiotics and their boundaries and types, the importance, history and application of semiotic aspects, necessary pedagogical conditions, scientists and their views, branches, directions and applications of semiotics. in our everyday life. How we use it is described. Keywords: Semiotics, education, education system, philosophy, semasiology, pragmatics, syntax. methodology aimed at the creative development of Introduction: Taking into account the idea that younger students in the structure of general subject education and upbringing aimed at the creative teaching involves identifying approaches to the process development of primary school students is an of cognition and understanding of existence aimed at important component of the pedagogical process, the forming a worldview in the learner. main rules for determining its main components and stages as a process, choosing methods, forms and At this level of the methodology, philosophical means of organizing education that allow the teachings aimed at studying the inner world of man - emergence of elements of creativity are determined existentialism, pragmatism, dialectical materialism, based on the general methodology of the pedagogical neopositivism - are taken as the basis, and their process. essence is reflected in the content of all subjects studied in primary grades (in this case, the fact that one P.V. Kopnin, V.A. Lektorsky, V.I. Sadovskoy, B.C. of the main goals of modern education is to develop the Shvirev, G.P. Shedrovitsky, E.G. Yudin and a number of learner as a person is taken into account as an other prominent scientists and specialists devoted to important factor) [4]. studying the structure of the methodology of teaching general subjects show that it is necessary to separately We will briefly touch upon the important philosophical identify four levels in this process. These levels are: approaches that serve as the basis for the philosophical level of the methodology of teaching academic -philosophical; subjects. -general; Existentialism focuses on problems related to the -oriented scientific; individual. As is known, the nature of the individual has -technological (specific methodologies and research social and individual aspects: in existentialism, the methods) [5]. social (i.e., collective) features of the nature of the It is important that any of these levels can be a individual are denied (or partially limited), and this component of a certain educational and upbringing feature is opposed to individuality. process organized at the same time and have such According to this doctrine, “individuality” is a concept features as complementarity and development. that expresses the spiritual and spiritual self-realization The first - philosophical - level of the educational (existence) of a person, considered integral (whole) in International Journal of Management and Economics Fundamental 87 https://theusajournals.com/index.php/ijmef International Journal of Management and Economics Fundamental (ISSN: 2771-2257) natural and social aspects. That is, a person is free in language of the subject used directly in the educational the sense of “discovering” himself, choosing his own process (that is, knowledge conveyed through speech) path, striving to have what is acceptable for him, and in plays a positive role in solving theoretical problems of this he relies only on his own subjectivity, the essence pedagogy related to methodology. of which is manifested in the fact that a person does Conclusions and logically based ideas on this subject not depend on any of the surrounding subjects [1]. are given by G.P. Shedrovitsky, Yu.V. Gromyko and The introduction of the most important principles of other works on educational methodology. The existentialism into education implies placing greater neopositivism rules of educational methodology are emphasis on the abilities of the learner that are not covered from the perspective of cultural semiotics in included in the thinking process (feeling, self-control, the works of such scientists and specialists as Yu.S. will, etc.). R. Steiner, Sh. Amonoshvili, B.C. According to Lotman, A.Ya. Danilyuk, V.A. Uspensky, while G. Frege, Bibler and many other scholars, from the point of view A. Carnap, A. Church and others approached the of the teacher as the main subject in creating an problem from the perspective of logical semiotics [9]. environment of two-way communication in the The manifestation of neopositivism in modern educational process, this, on the one hand, creates education in foreign countries, in particular in Russia, opportunities for organizing teaching (i.e., the can be observed in the introduction of theological educational process) taking into account the individual concepts into the education system. In the dialectical characteristics of the learner, and on the other hand, materialist