THE PRINCIPLE OF HISTORICISM IN SCIENTIFIC RESEARCH ON THE MANAGEMENT OF LEARNING AND TEACHING ACTIVITIES

The article considers the historical approach to the study of the history of management of educational and cognitive activity, which is of great methodological importance at all stages of scientific knowledge of the history of physics methods as a scientific field. The principle of historicism performs an ideological, methodological, informational, constructive, practical and prognostic function, realizes not only descriptive (descriptive) but also prescriptive (prescriptive) functions, determining the directions of scientific research and coordinating the development of methodological science. After all, it is possible to adequately understand and evaluate the specifics of modern problems of management of educational and cognitive activity, the structure and functioning of modern methodological cognition only by considering it as a certain stage and result of historical development, taking into account continuity, genetic links, relations and dependencies on previous states in the evolution of methodological ideas, thoughts and concepts. It is the relation of the current state of scientific and methodological cognition to the integrity of the cognitive historical process, only the study of its history in general and in comparison with genetically previous states that allows us to identify all the factors of historical development that have determined the current state of management of educational and cognitive activity, and thus overcome the inertia of old methods and techniques of teaching and styles of thinking, finding out their historical conditionality, variability and limitations.