application/pdf 488979 bytes http://creativecommons.org/licenses/by-nc-nd/4.0/legalcode info:eu-repo/semantics/article Knowledge: International Journal Scientific and applicative papers vol. 40 br. 6 str. 1151-1155 Svet bez knjige The world without a book Ključne reči: teorije kognicije, reproduktivno znanje, produktivno znanje, distopijski roman, „kriza čitanja“. Key words:cognition theories, reproductive knowledge, productive knowledge, distopian novel, „crisis of reading“. srp Stišović Milovanović, Ana https://unilib.phaidrabg.rs/o:4985 cobiss:148639497 ISSN: 2545-4439 Rezime: U najvalidnijim teorijama kognicije, insistira se na vaţnosti procesa usvajanja informacija i njihovog razumevanja, transformacije znanja (uklapanja podataka u odreĊeni sistem) i konaĉno, verifikaciije nauĉenog. Proces saznavanja mora imati ove faze, da bi ispunio svoju osnovnu svrhu – a to je intelektualni razvitak. Jedna od vaţnih pretpostavki intelektualnog razvitka je i sposobnost kretanja od konkretnih fenomena, koji se, uz izgraĊene kognitivne sposobnosti, prevode u domen apstraktnog poimanja. I na kraju, ali ne i najmanje vaţno, proces kognicije kao kljuĉni ishod ima kreativnost, koju Bruner naziva „stvaralaĉkim saznanjem“. Svi elementi uĉenja, ili uĉenja o uĉenju, potom primene nauĉenog i iskoraka od pojedinaĉnog ka opštem, od konkretnog ka apstraktnom, najsnaţnije egzistiraju u nauĉnom i literarnom diskursu. U ovom smislu, literarne tvorevine imaju i dodatne humanistiĉke vrednosti, koje spadaju u domen razvijanja empatije, imaginacije, ili sa-stvaralaštva. Sve teorije kognicije su saglasne u jednom: da je reproduktivno znanje nemerljivo sa produktivnim. Reproduktivna znanja uglavnom ostaju na steĉenom nivou, bez mogućnosti apstahovanja, generalizacije i stvaralaĉkog primenjivanja. Produktivna znanja su funkcionalna i sposobna za sve navedeno, uz krajnji domet sa-stvaralaĉkog ili stvaralaĉkog delanja. Distopijski romani, nastali polovinom XX veka, postaju opominjuća paradigma sveta u kojem ţivimo, u kome je reproduktivno znanje postepeno, ali sigurno, postalo primarno. Razlozi za to su uslovljeni globalnim sociološkim, psihološkim, fenomenološkim, pa i ontološkim razlozima. Distopijski romani koji su pisani polovinom XX veka, upozoravali su na ovaj proces (pre svih, dela Dţordţa Orvela, Hakslija, Bredberija). Jedan od kljuĉnih fenomena našeg vremena oĉitovan je u romanu Reja Bredberija, Farenhajt 451. To je povest o društvu u kome su knjige percepirane najpre kao suvišne, a potom i opasne, jer vode u domen produktivnog znanja. Knjige se spaljuju, a svi koji ih poseduju, zapravo su neprijatelji sistema. Bredberijev roman se bavi uzrokom i posledicom sveta bez knjiga, objašnjavajući jaku kauzalnost izmeĊu gubitka sopsobnosti produktivnog, kritiĉkog i stvaralaĉkog mišljenja sa potpunim otuĊenjem i gubitkom empatije, koje se pretvara u bezidejno, letargiĉno i jalovo egzistiranje. Bredberijevo delo je neobiĉno vaţno za razumevanje procesa „krize ĉitanja“ i mogućih ishoda već zapoĉetih procesa reproduktivnog, ali ne i produktivnog spoznavanja sveta. Abstract: The most valid theories of cognition insists on the importance of the process of acquiring information and understanding it, transforming knowledge (fitting data into a particular system), and finally, verifying what has been learned. The process of cognition must have these steps, in order to fulfill its basic purpose - intellectual development. One of the important assumptions of intellectual development is the ability to move from concrete phenomena, which, with the built up cognitive abilities, are translated into the domain of abstract conception. And last but not least, the process of cognition is a of creativity, which Bruner calls "creative knowledge". All the elements of learning, or learning about learning, then the application of the learned and the steps from the individual to the general, from the concrete to the abstract, exist most strongly in scientific and literary discourse. In this sense, literary creations also have additional humanistic values, which developing empathy, imagination, or co-creation. All theories of cognition agree in one thing: that reproductive knowledge is immeasurable, incomparable with productive. Reproductive knowledge generally remains at an acquired level, without the possibility of abstraction, generalization and creative application. Productive knowledge is functional and capable of all of the above, with the ultimate reach of co-creative or creative work. Dystopian novels, created in the mid-twentieth century, have become a cautionary paradigm of the world we live in, in which reproductive knowledge gradually but surely became primary. The reasons for this are conditioned by global sociological, psychological, phenomenological and even ontological reasons. Dystopian novels, written in the mid-twentieth century, warn of this process (above all, the works of George Orwell, Huxley, Bradbury). One of the key phenomena of our time is manifested in Ray Bradbury's novel, Fahrenheit 451. It is a tale of a society where books are perceived first as superfluous, and then dangerous, because they lead to the domain of productive knowledge. Books are burned, and everyone who owns them is actually the enemy of the system. Bradbury's novel deals with the cause and effect of the bookless world, explaining the strong causality between the loss of the capacity for productive, critical and creative thinking, with complete alienation and the loss of empathy, which translates into lifeless, lethargic and meaningless existence. Bradbury's work is unusually important for understanding the process of the "reading crisis" and the possible outcomes of the already begun processes of reproductive but not productive cognition of the world. 2020