Everyone has heard the sacramental phrase: "Our school provides modern knowledge." Here is an example of another embodiment of the absurd: "I passed his knowledge to the students." Surprisingly, our scientists contemporaries cannot understand what Socrates had represented more than two thousand years ago.
First, the knowledge - is intimate product in consciousness of the every man. Consciousness forms the knowledge that in it remains. Knowledge can be lost due to injury or disease, but cannot be transferred to another individual.
Secondly, the person can transmit only information to other person both verbally form or in the form of symbols and signs. Consciousness is the receptacle of the knowledge. Knowledge here represents information which by consciousness has been systematized. The educational system and the ability of the individual should provide better opportunities to systematize. Than more we have of meaningful information and the better it is systematized, the more efficient work of consciousness at processing this information into knowledge. That's why deductive method of teaching has greater productivity compared to inductive method.
So knowledge - is a form of organization in the minds of semantically and logically structured information. In this case skill is the form of the organization of the innate and obtained information for the increase adaptive resource of each individual.
Level of semantically and logically organized educational information has decisive importance in the formation of knowledge. Today this does not exist.
Semantically and logical the integrity of educational material should provide organizational and operational features of the educational process. Today this does not exist. Believe that integrity should be obtained as follows. First, into end of the lesson the teacher must include a material that is logically and semantically connects it with discipline and with theme of the next lesson.
Next lesson should begin by semantic and logic transition from the previous educational material to the new material. Of course, this will require by all teachers interdisciplinary knowledge. Today this does not exist.
Lack of semantic and logical integrity of educational material at all stages of education today is a powerful source of neuroticization of students. In the basis of this process we see the development of turbulence in the limbic system of the brain during the transition to a new topic or to other discipline.
Under these conditions our limbic system cannot prepare educational information which was received for the transform into knowledge.
This always leads to fall of productivity of learning process and to growth of number neuroses: hypertension, peptic ulcer disease, neurasthenia, erectile disorders, visual disturbances, and so on. Incidentally, similar effects produce advertising breaks in process of radio and television broadcasts.
It is known that the reason for the accelerated development of iatrogenic pandemia (a total growth of diseases due to physicians) on the background of polypharmacy is the diagnostically and prognostically incompetent doctors. I presented the details in their articles and monographs. Now to the doctors joined teachers. Iatrogenic pandemia got a powerful ally. I called it thaskalogenic (from the Greek. Δάσκαλος - teacher) pandemia.
Thaskalogenic pandemia may be stopped with using of integration-ingressional technology of learning process. Details of the technology can be found in my published works. The components of technology can be found in my published works.
However, both doctors and teachers are in no hurry to develop new opportunities. Clearly, this is difficult. It is understandable that to them do not pay for this. It is no understandable and ruefully that society demonstrating absence of interest in the represented problems.