PERFORMATIVE PRINCIPLES OF SCIENTIFIC COGNITION IN THE “MODERATOR–GROUP–PROCESS” SYSTEM
DOI:
https://doi.org/10.32782/NPU-VOU.2025.4(99).17Keywords:
performative approach, performance, innovative teaching methods, scientific knowledge, group work, higher educationAbstract
The article explores a performative approach to the development of scientific knowledge in the “moderator–group–process” system as an alternative to the traditional education model. It is found that the performative paradigm rethinks the nature of scientific knowledge, transforming it from a static given into a dynamic process of shared epistemological construction through active group interaction. Key elements of performative educational practice are analyzed, such as embodied interaction, dialogue and polyphony, existential experience of learning experiences, and critical reflection. The role of the moderator as a professional organizer of the process, which creates conditions for psychological safety, inter-bodily synchronization and active participation of all group members, is substantiated. The mechanisms of knowledge transformation through performative practices are revealed (role-playing, dramatic scenarios, procedural drama, embodied learning) that enable students to transform theoretical material into practical experience through body-oriented interaction. Group reflection helps to uncover hidden stereotypes and critically rethink basic beliefs, which is the basis for the development of critical thinking and scientific competence. It is concluded that the “moderator–group–process” system creates a unique environment of trust for practicing social and professional roles in a safe educational space.
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