Petunin O.V.
RETROSPECTIVE ANALYSIS OF VIEWS ON THE PROBLEM OF DOMESTIC TEACHERS COGNITIVE INDEPENDENCE OF PERSONALITY ^{[№ 1 ' 2016]}
Based on the basic requirements for education — to teach to learn — its main purpose at the present stage of formation of the person becomes capable of self-knowledge. Value orientations in the personality structure of modern man focused on cognitive independence in this regard, the concept of "cognitive independence" takes on a different meaning and requires new approaches to its formation in the educational and learning process. The article is devoted to the formation of a scientific category of "cognitive independence of personality" as a scientific phenomenon. We retrospectively examines the views of Russian, Soviet and modern Russian teachers on the issue of cognitive independence of the individual. The article presents the idea of representatives of a critical and philosophical thought (V. Belinsky, A. Herzen, N. Dobrolyubov, N. Ogarev, N. Chernyshevsky), a group of teachers and educators (A. Beketov, A. Gerd, K. Ushinsky) and other personalities of the XIX century on the subject. The article analyzes the views on the problem of cognitive independence of teachers of the Soviet period (L. Aristova, S. Archangelsky, J. Babansky, L. Vilkeev, L. Vyatkin, E. Golant, M. Danilov and others.). As a result of this work the author has revealed that cognitive autonomy of the individual was considered an important issue almost throughout the existence of the national education and pedagogy. In the previous era of cognitive independence was seen as a significant condition for the formation of knowledge, abilities and skills of the human variety.