Gnoseological roots of the problem of students'' informative independence development
The article deals with the philosophical aspects of the idea of the development of student cognitive independence as one of the basic pedagogical phenomena throughout the second half of the XIX and XX century. The authors are making an attempt to consider the interdependence of the studied epistemological and pedagogical definitions: cognitive independence as a component of cognitive activity and knowledge as a philosophical category; epistemological roots of the concept of "cognitive independence"; definitions of the general and the particular in scientific and educational knowledge; studies using various techniques, methods, tools, aimed to develop cognitive independence and based on main provisions of epistemology; basis of knowledge, ability, skills, content, teaching methods and diverse ways to develop cognitive independence of the individual. The article shows that main tasks of the humanistic nature of the modern education, its personal orientation are to provide the learner with the content, which includes scientific knowledge and meta-knowledge - ways, techniques and methods of cognition. The authors underlines that mastering independence while studying is a dynamic process, it is a cornerstone of the development of personality and self-development.