THE EPISTEMOLOGY OF SMART TECHNOLOGIES: IS SMART EPISTEMOLOGY DERIVED FROM SMART EDUCATION?

The paper deals with the impact of smart technologies on cognitive and educational activities assesses role education in cognition from semiotics epistemology. authors article consider smart-technologies as modern information various profiles, developed mainly for performance semiotic epistemological functions person its maximum possible replacement different areas life. notes that when evaluating technologies, some criteria are often overlooked, while importance others is exaggerated. In general, quantitative scenarios use prevail over qualitative ones. This situation leads to fact main characteristics replaced by secondary ones, causing overestimated expectations. For example, examined misconception a student who studies subject part online learning using technology begins participate an perspective. It because makes students “discover” knowledge independently, without necessary methodology teacher support. An overwhelming amount research sees this achievement, it be negative factor. However, according assessment consequences learning, best results shown already possess methodological knowledge. At same time, vast majority show decline their education. note point view, such property functional substitution very consonant constructivist trends epistemology sciences, admitting “cognition subject.” These technologies’ parameters allow voice ideas about possibility forming non-subject ways cognition. demonstrated permissible if one does not distinguish between concepts “information” “knowledge” processes informing. condition ignored, then “cognition” lose meaning since process way relating information, impossible subject. conclude should considered additional tool used similar, but heuristic, creative primary actions prioritizing