CULTURE OF THINKING AS A COGNITIVE SPACE OF SELF-REGULATION IN THE COORDINATES OF OBJECT-ORIENTED ONTOLOGY

Abstract

The article investigates the problem of cognitive overload of education seekers in conditions of extreme wartime pressure. A conceptually new model of self-regulation is substantiated, based on the principles of Object-Oriented Ontology (OOO). The relevance of the work is due to the ineffectiveness of traditional hierarchical methods of volitional control, which in conditions of stress lead to increased internal tension and the effect of "ontological friction", that is, resistance between autonomous objects of the psyche. The scientific novelty of the study lies in the rethinking of the culture of thinking as a complex cognitive space. Within the framework of the “flat ontology”, thinking, emotions and volitional acts are considered as autonomous real objects that have their own ontological weight and “withdrawn” essence. This approach allows the subject to move from identifying himself with destructive states to a strategy of affective navigation and “ontological diplomacy”. Particular attention is paid to the conceptualization of war as a Macro-Hyperobject that distorts cognitive space, giving it the properties of “viscosity”. The authors prove that fixation on news and rumination are acts of “sticking” to the viscous structure of war, which requires specific methods of “slow navigation”. Within the framework of the proposed model, the pedagogical aspect is considered, where the educational process appears as a network of interactions between autonomous intellectual objects. A transition from “didactics of pressure” to “pedagogical diplomacy” is proposed, where the teacher acts as the architect of the educational environment. The practical significance of the work is represented by the author's recommendations, including: the strategy of diplomatic distancing, the protocol of ontological hygiene and the principle of "active presence". The latter is defined as a key mechanism for overcoming cognitive overload by transferring reflection into the plane of concrete action, which provides the student with existential stability and professional autonomy.