The function of vitagenic experience as perception of reality

THE FUNCTION OF VITAGENIC EXPERIENCE AS PERCEPTION OF REALITY
Nodira Rustamovna Rustamova
Associate Professor, Senior Lecturer, Department of Uzbek Language and Pedagogy, Tashkent State Dental Institute, Tashkent, Uzbekistan;
ORCID ID: https://orcid.org/0000-0001-9269-3980

e-mail: [e-mail]

Abstract: This article examines the question: what is the content of vitagenic experience? What is its pedagogical significance in the formation of a value-based attitude to learning? The content of vital experience includes: objects, ideas, concepts; operations, techniques, rules for performing actions (mental and practical); emotional codes (personal meanings, attitudes, stereotypes) - all of them can be presented in different ways, but always in interconnection.


Keywords: vitagenic experience, personal meaning, perception, vitality, idea.

The structure of vital experience is determined by the relationship of its constituent elements, their hierarchy. The experience of an individual student may be dominated by certain elements. Their level of development may also vary. Therefore, it seems important to highlight its strengths and weaknesses. For example, the structure of life experience may be dominated by a range of scientific ideas and knowledge about the world around us; or vice versa, with a small supply of knowledge in the vital experience of the student, a unique vision of the world that needs correction may prevail [2, 3, 4, 5].

The function of vital experience is that from the position of this experience the perception of reality is structured through a kind of selectivity that provides an individual vision of existence. It is the vital experience that makes all students unique and different.
The sources of vital experience are different: the student’s own biography (the influence of family, national, sociocultural affiliation); the results of his daily life, real relationship with the world; results of training (including previous, specially organized ones) [6, 7, 8, 9].
Education, as a specially organized educational environment that carries knowledge, imposes on the student a vision of the world, its order from the outside. The perception of this world through the prism of vital experience makes the incoming information personally significant and interesting, which contributes to its effective assimilation, and the attitude to learning is value-oriented. That is why, when organizing teaching, a teacher must begin by identifying the subjective experience of students [10].
“It is important to first identify “semantics”, and then, based on them, to form scientific knowledge” [1].
Taking into account vital experience presupposes such training, where the child’s personality, its originality, self-worth is placed at the forefront, the subjective experience of each is first revealed and then coordinated with the content given by the training. Learning, as it were, cultivates experience, takes it into account, and improves it. At the same time, the student brings awareness, a desire for knowledge, and a value-based attitude to learning into learning.
Teaching is not impartial knowledge. This subjectively significant comprehension of the world is filled for the student with personal meaning, values, and attitudes recorded in his subjective experience. The content of this experience, in our opinion, is that fertile ground for the formation of a value-based attitude towards learning, because The technology of such training itself is not aimed at accumulating memory, but at developing independence of thinking, the desire to enrich knowledge, through the transformation of subjective experience, as an important source of one’s own development.
In order for vital experience to become the basal basis of a value-based attitude to learning, it is necessary, from our point of view, to comply with a number of pedagogical requirements:
Learning, as a subjective activity that ensures (learned) knowledge, should unfold as a process and be described in appropriate terms that reflect its nature and psychological content.
The main result of the study should be the formation of cognitive abilities based on the mastery of relevant knowledge and skills.
In the educational process, the interaction of two types of experience (scientific and life) must necessarily take place through their constant coordination.
Learning should not be carried out in a direct projection of learning (from teacher to student), but at least in three ways: from the student, from the teacher, from additional sources.
The teaching should be based on various types of information: reference information, the results of other people’s experience, informational explanation, which combines at its core a kind of objective “alien” and “my” thoughts.
The design of educational material should reflect, in addition to scientific content, a description of examples of knowledge assimilation, in which the source of the method of development of assimilation is the student himself as the subject of learning, and the teacher “objectifies” them, creating conditions for the realization of personal experience.
Consequently, the vital experience of students will be the bearer of a value-based attitude to learning, if the design and orientation of educational material allows students to be stimulated to self-valued educational activities, if there is a constant transformation of the personal subjective experience of each student, when he can himself be a bearer of information.