THE PARAMETERS OF THE INFLUENCE OF VISUAL COGNITION ON THE PROCESS OF LEARNING AND THINKING

Abstract

The author has defined the conceptual foundations, principles, and the substantial structure of the metaphor of sight in the intellectual dimension of philosophical concepts, where the problem of visualization in scientific cognition, thinking and learning is highlighted. We have described the main directions of the analysis of metaphorization in historical and philosophical development considering the essence of visual experience, appealing to visual perception through the prism of visual metaphors. We have also found and systematically grounded a number of important philosophical metaphors, which have a visual nature such as metaphor of sight, metaphor of light, and metaphor of a mirror applying the logical-discursive approach. Their functions that complement the process of philosophical cognition in the transcendent and transcendental aspects are outlined to be as follows: idiomatic, stylistic, and heuristic. Furthermore, we have considered Plato’s allegory of the cave in the context of development of the cognitive ability of contemplation, which plays an important role in the process of comprehending the real world by the mental vision. The authors have paid special attention to the concept of theory, which meant the kind of philosopher’s activity in antiquity - to watch, that is, to theorize, and, accordingly, to study. Therefore, the authors have proved that visuality having its roots in philosophy and describing philosophical activity is a method of philosophical research and, consequently, is associated with philosophical thinking, the basis of the creative educational process.