Problem of consciousness in learning systems and environments

• Main Authors: S. F. Sergeev, A. S. Sergeeva
• Format: Article
• Language: English
• Published: Plekhanov Russian University of Economics 2016-07-01
• Series: Otkrytoe Obrazovanie (Moskva)
• Subjects: interactivity; interface; information system; communication training; technogenic environment
• Online Access: https://openedu.rea.ru/jour/article/view/267
• ISSN: 1818-4243; 2079-5939

The article deals with the problems that arise when a human is involved into a complexly training systems and the environment. A theoretical analysis of the infl uence of consciousness on the training mechanisms within the framework of post non-classical conceptions of human psyche functioning was conceived. We argue that consciousness is not intended to refl ect the objective reality and acquire knowledge, and solves the problem of the construction of the subjective world, which is the sum of compromises between the subject and the dynamic environments of his experience. In contrast, consciousness selects and harmonizes the information useful for human life.The role of consciousness in training is largely contradictory and confusing. It is also the source of the new information. The information is distorted in order to create a world view, which tends to objectively contradictive to the outside observer and consistent for refl ective being. We stressed the important role of human’s multimodal sensory experience in the process of interaction between conscious and unconscious forms of knowledge creation and processing. We consider the qualitative difference between physical reality and the model presented in the subjective world. We postulated the existence in the mind of a human dynamic virtual model. According to this model, the natural world is delimited by person and opposed to it being a source of events that make up the content of his life. The border which was built in the consciousness divides constructed reality into the inner and outer worlds. These worlds have different significance for the subject, defining the nature of its activities.We analyzed models the structure of reality and reality as a world’s refl ection offered by Karl Popper, K. K. Kolin, R. Redfield, G. Roth. The attention was paid to the neurobiological model of subjective reality by V. Sergin, which proposed a hypothesis of automatic identification postulating a secondary to human sensory categories. These processes occur cyclically, and their frequency determines the speed of subjective time. The authors of this article propose a mechanism of generating a subject environment (the world of reality) according to which the environment is perceived by man. It is organized element of subjective reality constructed by the body in the process of analyzing the essential relationship of the body and physical reality.It is presented in the form of coordination with other autopoietic systems that allow for the integration of the body and the subject in a niche of individual existence. It is a complex structural evolutionary self-organizing system, resulting from the interaction and coordination of autopoietic systems of the body. Subjective reality is the result of a reduction in the physical reality organization of the human psyche. We show the infl uence of the mind on the mechanisms of human integration with artificial learning environments. It is concluded that in order to improve the effectiveness of complex training ergonomics systems must take into account the properties of conscious regulation of the subject, its dependence on the context. To protect against the destructive mechanisms of action of consciousness training we advise to restrict the user’s intervention in critical modes of operation created a complex training system.