INFORMATION AND KNOWLEDGE: A PHILOSOPHICAL AND PSYCHOLOGICAL APPROACH TO THE FORMULATION OF THE PROBLEM

Abstract

In the modern information-saturated world, the fundamental distinction between information and knowledge becomes key in the context of philosophical and psychological analysis. The current study seeks to deepen understanding of this dichotomy by examining them through the lens of philosophical and psychological traditions. By exploring developments in the understanding and classification of information and knowledge, this paper seeks to distinguish between their characteristics and functions, while emphasizing the importance of both in the process of human cognition.

Through comparative analysis, the paper emphasizes how information, being a primary set of data, requires transformation through cognitive processes to become knowledge, which involves deep reflection and integration into a system of pre-existing knowledge. The role of digitalization and technological advances in changing the availability and nature of information is examined, requiring contemporary society to develop critical thinking skills and media literacy to effectively filter and use information in educational and psychotherapeutic contexts.

The research offers a multidisciplinary approach to understanding information and knowledge, emphasizing the need for philosophical-psychological literacy in education and mental health to enhance cognitive development and understanding of the world. Finally, the research emphasizes the importance of distinguishing between valid and invalid information, authentic knowledge and falsehood, which is fundamental to forming informed judgments and participating effectively in today's information society