A New View of the Nature of Reality and the Teaching Higher-Level Cognitive Strategies

by Valentyna Bilyk¹ and Inesa Sheremet^2
1 National Pedagogical Dragomanov University (Kyiv, Ukraine)
² National Pedagogical Dragomanov University (Kyiv, Ukraine)
DOI: https://doi.org/10.29202/phil-cosm/22/7
Received: September 25, 2018 / Accepted: November 21, 2018 / Published: January 25, 2019

The authors state the transition of the modern materialistic worldview paradigm to the idealistic paradigm. The transition to a new view of the nature of reality essentially turns modern education to the defining meanings of Plato’s Paideia. The authors reinterpret greek paideia taking into account the current knowledge in science and philosophy. The methods used by the authors have complex crossdisciplinary character. They combine the following basic strategies: the history of ideas, analytics, comparativistics, and phenomenology. The authors conclude that the role of the teacher is changing in the Mental Universe Model or the “Evolving Matter,” which forms the basis of an idealistic paradigm. The teacher turns into an important actor of a student’s brain neuroprogramming, who is directly responsible for the quality of his work. The authors proposed three basic higher-level cognitive strategies by means of which the teacher embodies the reinterpreted and modernized achievements of the greek paideia. The interrelationship between a teacher and a student gains harmony and provides a joint ascent to the image of a higher idea or to universal consciousness if: 1) a teacher does not provide knowledge, but sets tasks and solves them with a student. 2) the full value of a student’s selfrealization depends directly on the usefulness of a teacher’s self-realization. 3) choosing a teacher, a student chooses his way of life.

Keywords: cognitive strategies, worldview paradigm, Intelligent Matter, universal mind, universal consciousness, greek paideia

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Bilyk, Valentyna and Inesa Sheremet (2019) A New View of the Nature of Reality and the Teaching Higher-Level Cognitive Strategies. Philosophy and Cosmology, Volume 22, 92-100. https://doi.org/10.29202/phil-cosm/22/7