VIEWS OF I. KANT AND G. GEGEL ON THE SUBJECTIVIZATION OF THE COGNITIVE PROCESS
The research is aimed at the formation of innovative cognitive technologies and processes based on the analysis of classical philosophical ideas. The aim of the study is to analyze the philosophical theories of I. Kant and G. Hegel on the subjectivization of the general and scientific cognitive process. The article considers I. Kant's approach to the past scientific experience. Dynamic cognitive processes are expressed in some ways of material understanding: passive and active ways that predetermine dogmatic and critical thinking. I. Kant unduly emphasizes the methods of teaching, making them independent. In fact, students can learn both in an active and passive way. When the acquisition of knowledge is passive, we see a dogmatic way of thinking without critical analysis. But without mastering the elementary elements of the subject, active forms of cognition are impossible or ineffective. The modern educational process increasingly assigns a greater share of training to the student's independent work. Hegel's approach to understanding the concept of "cognition" from his subjectivity and objectivity is considered. Hegel's understanding of the theoretical actions found using the methods of analysis, synthesis and modeling is analyzed. I. Kant opposes a non-critical position in relation to the brilliant achievements of the past. He believes that neither imitation nor imitation can bring the benefits of intellectual activity. But, from our point of view, I. Kant is mistaken, believing that talent depends only on biological factors, without giving the opportunity for the development of creative scientific initiatives in certain social conditions. The principle of the theoretical cognitive method, including objective reality and progress, is disclosed.