Zbornik 20. mednarodne multikonference INFORMACIJSKA DRUZBA - IS 2017. Zvezek D. Proceedings of the 20th International Multiconference INFORMATION SOCIETY - IS 2017, Volume D. Kognitonika/Cognitonics. Uredila / Edited by Vladimir A. Fomichov, Olga S. Fomichova. 9.-13. oktober 2017/ 9th - 13th October 2017, Ljubljana, Slovenia
The book contains 17 papers presented at the Fifth International Conference on Cognitonics - Cognit-2017 (Slovenia, Ljubljana, Jozef Stefan Institute, 9-10 October 2017) as a part of the 20th International Multiconference ‘Information Society’ - IS 2017, organized by the Jožef Stefan Institute. The papers are submitted by 36 researchers from 16 countries of the world: PR China, Croatia, Cyprus, Finland, India, Italy, Japan, Lebanon, Macedonia, Pakistan, Poland, Russia, Slovenia, Sweden, United Kingdom, USA.
The first objective of cognitonics (or the science about the human being in the digital world) is to explicate numerous distortions in the perception of the world caused by the information society and globalization. The second, principal objective of cognitonics is to cope with these distortions in different fields by means of elaborating systemic solutions for compensating the negative implications of the kind for the personality and society, in particular, for creating cognitive-cultural preconditions of the harmonic development of the personality in the information society and smart society and for ensuring the successful development of national cultures and national languages.
The papers describe numerous aspects and preconditions of successful personal and professional development of the human being in modern information society transforming into knowledge society (or smart society).
Proceeding from broadly accepted role of emotional intelligence (EI) in professional and personal life, the paper suggests a new learning model (LM) called Student-Self Oriented LM (SSOL-model). It is defined as the model being beneficial for self-cognition and self-construction through the prism of the acquired knowledge and life experience. A successful implementation of the SSOL-model is shortly described. It is the system of emotional-imaginative teaching (the EIT-system), developed by the authors in the 1990s and expanded in the 2000s. This system is underpinned by the authors’ Theory of Dynamic Conceptual Mappings (the DCM-theory). The EIT-system includes an original method of developing figurative thinking and creativity at the lessons of second language (English for Russian children)., literature and poetry in English and Russian, symbolic language of painting, and communication culture. It is stated that this method may be used as an effective starting framework for education in knowledge society. The DCM-theory and the EIT-system became the starting point for developing the foundations of a new scientific discipline called cognitonics. The significance of its well developed branch - art cognitonics for helping the learners to answer the encountered moral questions is indicated.
The constructive core of cognitonics, or the science about the human being in the digital world, includes the system of the methods of emotional-imaginative teaching (the EIT-system). This system is aimed at systematic development of emotional intelligence (personal competence and social competence), reasoning skills, sound creativity, language skills, and communication culture at the lessons of language (mother tongue and second language), literature and poetry in two languages (on the example of Russian and English), symbolic languages of painting, sculpture, garden-park art, classic dance. The goal of this paper is revealing to the designers of intelligent tutoring systems (ITSs) the broad prospects of constructing a new generation of ITSs opened by the EIT-system. The principal peculiarities of the discussed new generation of ITSs are to be: (a) taking into account emotional intelligence of children as the basis for designing ITSs; (b) as a consequence, making much easier for children and adolescents the grasping of the pieces of theoretical materials to be learned; (c) for the majority of the systems belonging to this new class, contributing to early socialization of children.