EIJP ISSN: 2751-000X
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THE IMPORTANCE OF THE INFORMATION-COGNITIVE APPROACH IN THE
DEVELOPMENT OF PEDAGOGICAL ABILITY IN HIGHER EDUCATION
Ernazarov Zoxid Nazarovich
Deputy Dean for Academic Affairs, Faculty of Philology, Karshi State University, Doctor of Philosophy in
Pedagogical Sciences (PhD), Uzbekistan
AB O U T ART I CL E
Key words:
Higher education, development
management, information and cognitive approach,
pedagogical potential.
Received:
15.12.2024
Accepted
: 20.12.2024
Published
: 30.12.2024
Abstract:
This article analyzes the general
(inferential) knowledge acquired in the process of
socio-pedagogical analysis - the achievement of
educational quality (process and result) as a way
to coordinate the interests of all educational
agents as a basis for managing development. These
mechanisms are defined by different levels of
higher education management theories, which
gain innovation in the context of the development
of “new stewardship”. Also presented are the tasks
of the diversity and variability of Higher
Education,
its
dynamics
and
activity,
systematization of this data set, their grouping,
analysis, constant monitoring, correction of its
state.
INTRODUCTION
The starting point and foundation of management is information
—
multidirectional information flows
that determine the regulatory influence and response of higher education (structures, educational
processes, and situations). As higher education fully corresponds to the characteristics of a complex
organizational-technical active system, it allows operations in "operational, informational, functional-
informational, and cognitive management spaces" using normative, computer, heuristic, and
organizational technologies.
LITERATURE REVIEW
The origin of the information-cognitive approach within the integration of information and perception
has been identified in psychology by researchers like R.L. Solso, B.M. Velichkovsky, Neisser, and others,
as a development of the theory of perception. This approach considers the perception process in terms
of "receiving, storing, and processing information" while recognizing its subjective nature, influenced
by stimulus-response dynamics.
VOLUME04 ISSUE12
DOI:
https://doi.org/10.55640/eijp-04-12-41
Pages:188-192
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ISSN: 2751-000X
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This approach is often limited by the subjective nature of perception, which can vary significantly when
observed by another individual. Thus, the challenge lies in the variability of the subjective image of any
object, process, or phenomenon.
RESEARCH METHODOLOGY
The unique features of managing the development of higher education can be characterized by the
following principles:
Variability in structure and functions:
The structure (qualitative composition) and functions of higher education may vary. For example, in a
social context, achieving a competitive qualification level for each student and equipping them with
characteristics of an active, socially adapted member of society may hold more importance. In a
personal context, the opposite may be true. This variability is influenced not only by time (for
organizational-technical systems) but also by the type of management, external changes in the
environment, and the state's policy toward the education system.
Mismatch of the
objective’s
matrix with changing conditions:
This reflects the multifaceted nature of educational relationships within the agent (subject-subject)
framework and the variable goals arising from the position of each agent in higher education as an
active system element.
Insufficient qualitative and quantitative description of higher education laws:
A lack of complete information about internal and external conditions required to perform functions
and align goals and management methods reduces the developmental potential of the higher education
system.
ANALYSIS AND RESULTS
Using the achievements of the information approach in the management of complex dynamic systems,
it is possible to obtain an information description of higher education (at any level) - structure and
relationships. However, the analyzed possibilities of using the information approach in educational
management show their narrowness in relation to the tasks set for managing the development of higher
education. Here, the set of all types of information (organizational, management, educational) should
not only be organized in a certain way, but also reviewed (grouped and synthesized), meeting the
current needs of the practice of managing the development of higher education in order to support
management decisions. It is also important to take into account the specific features of educational
management - the diversity of development options for events, the high variability of situations, the
cyclical nature of all educational processes and their time limitations. Achieving the quality of education
(as a vector of development) determines the need for constant monitoring and analysis of the state of
educational activities (at the level of the situation, educational process, structure, or higher education
as a whole), which increases the flow of information and makes the issue of processing it for
management purposes relevant.
One of the most promising directions of modern management thinking is the knowledge-based
approach to solving problems. This view implied the need to “connect” to the information that defines
the context for working with the
set of data on the state of educational activity, “knowledge”, or rather,
the possibilities of a cognitive approach that focuses on the processes of its representation, storage,
processing, interpretation and production of new knowledge.
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The apparent connection between the two categories of management -
“information” and “perception”
(image, knowledge) -
requires disclosure, since it also uses “tacit knowledge in the form of human
experience” inherent in the management of social systems.
At the same time, the solution of the problems of managing the development of higher education is
largely associated with the same cyclical mechanism of obtaining and processing information at the
level of the development management object - data search, grouping, analysis, knowledge-based
“picture” of the situation, diagnosis, search for knowledge
-based ways to solve the problem, and the
formulation of a management decision.
The supposed subjectivity of information perception and its transformation into knowledge about the
laws of higher education activities (structures, educational processes and situations) is expected to be
reduced in the following ways:
-
the use of stable pedagogical laws and relationships in the process of making management decisions
(dependent on learners and teachers, their interaction as individual agents of education -
representatives of the community capable of reflecting the individual characteristics of the group of
agents);
-
formalization of the characteristics of educational activities through qualimetric methods that
determine the qualitative and quantitative representation of data, their scaling and interpretation;
-
involvement of all agents of higher education in management (implementation of educational
activities and responsibility for their effectiveness) by coordinating their interests in the field of
achieving the quality of education;
-
use of the achievements of information and communication technologies and information systems
in assessing the state of educational activities (at the level of higher education in general, structures,
educational processes and situations), which contribute to the automation of the process,
calculation of the accuracy of data, their grouping and quantitative analysis.
Thus, the subjectivity of perception has a positive effect on the management of the development of
higher education, allowing to take into account the complexity and specificity of the analyzed object of
development management and the behavior of system agents, which justifies the use of an information-
cognitive approach to the formation of new mechanisms for supporting management decisions that
provide the possibility of dynamic response. The information atomism of higher education is formed
from the intersection of the information potential of the system (the total flow of information) and the
information currently perceived by the user (manager); It is this intersection that ultimately forms
organizational and pedagogical knowledge that serves to increase the effectiveness of managing the
development of higher education.
The integration of information and cognitive approaches is aimed at increasing the adequacy, accuracy
and scope of impressions through the constant assimilation of new knowledge and patterns through
the processing of information about the state of higher education:
-
within the framework of pedagogical interactions "student - teacher", "student group - teacher",
"student - educational environment";
-
between processes supporting educational activities within an educational organization, for
example, educational and methodological support and training, advanced training and educational
and methodological support of teachers, etc.;
-
between the interactions of educational agents within one educational organization, cluster, city,
region;
-
between higher education institutions in the higher education system.
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CONCLUSIONS AND RECOMMENDATIONS
Thus, the interaction of “information” and “cognition” can be determined from the point of view of
reducing entropy due to the existing information resource of higher education:
-
information, like any resource, must be “extracted” and then used;
-
information can only function as a resource if it is possible to process, systematize, generalize, and
accumulate;
-
information as a resource is not only inexhaustible, but also has a tendency to significantly increase
in cognitive, substantive, technological, and procedural aspects over time;
-
information as a resource is the basis of knowledge and goes through the process of its production;
-
information as a resource requires the organization of transmission flows (connections);
-
information as a source gives rise to new types of processes and activities in all systems.
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