The article is a theoretical study, which reflects the importance of the development of scientific thinking and its impact on the instructive-educational process. The principles of the Theory of Cognitive Education are approached by analyzing the levels of the cognitive system, cognitive educability and the construction of cognitive architecture in the study process. Likewise, the study elucidates the characteristics of scientific thinking, the psycho-pedagogical conditions that facilitate its development. At the end of the article, the author presents the biological and social quintessence of the theory of eneatypes, highlighting the algorithm of their determination and specifying their correlation with the type of person's thinking.
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