2. EXAMPLES OF APPLICATION
    IN EDUCATION
    METHOD OF INDUCTIVE
    LOGICAL INFERENCE.

       A method using INDUCTIVE (TARGETING) logical conclusion is more preferable in the educational process, since it allows you to quickly, with the help of guiding PARTICULAR abstract situations, associations, questions and corrections of the teacher, to rediscover already known (GENERALIZED) knowledge, laws in the sciences, and students to develop creativity and a creative approach to solving problems in various spheres of human activity.

       Such training is close to the game situation and arouses interest on an emotional level, which allows you to memorize and comprehend new knowledge more deeply (at these moments, in the associative areas of the neocortex, there is an intensive formation of new neural connections (the formation of new dendrites and synapses according to Hebb's rule) and then, some of the neural connections move from the area of the newly formed greater quantity to the quality of neural connections, that is, to the area of greater functionality) (more details in Section 4).

       An example of an inductive, heuristic (empirical, based on the unique acquired experience of each student with repeated use of the trial and error method (TaEM) in solving problems of any direction) can be the methodology of the "PROBABILISTIC TYPE" of Professor Alexander Lobok (definitions are also suitable: random, free, stochastic, ...).

       One of the directions of "PROBABILISTIC TYPE" classes in various academic subjects may have approximately the following concept (performed by A. Lobok):

      ● The teacher, for emotional contact with the trainees, constantly changes roles, actively gesticulating, moves: friend, servant, dictator, assistant, sharing the joy of the success of the trainee - but not praising him, empathizing, leading the "show" (finding a solution to the problem) - announcing simple rules of the next task, entertainer – delaying the beginning of the "show" (the beginning of solving the problem) for intrigue, asking suggestiv questions, developing further thought - starting from the learner's answer with derivative questions, etc.

      ● In each task on any academic subject, simple rules of the "game" are announced and the goal (intermediate) to be achieved (the final goal for the trainees remains unknown). The teacher does not give grades.

      ● Multiple guessing, counting, self-checking, errors - words, letters, numbers, syntax signs, shapes, objects, mathematical actions, etc. are allowed both by the trainees and the teacher.

      ● There may be a competition for the duration of the task or the assignment of points by the trainees for each correctly found word, letter, number, syntax sign, figure, object, mathematical action, etc. But this is not necessary.

      ● When all solutions are found, then, several times, a part of the information is arbitrarily deleted or distorted. The trainees themselves, from memory, restore distorted or lost information.

      ● As a result, the true, FINAL, undeclared GOAL of the exercise "manifests" - when the trainees, repeatedly trying by trial and error to find the right properties, parameters, shapes, signs for solving the task:

      ● Randomly, deeply and for a long time, remember all the information provided.

      ● Randomly establish semantic (semantic) connections between the constituent elements of the presented information (knowledge).

      ● Gain confidence that in order to find the right solutions, a stage of sorting and analyzing options, more often erroneous, is necessary. Thus, "they learn from their own and others' mistakes." There is confidence that repeatedly making mistakes and correcting the decision to achieve the goal is a normal process.

2. EXAMPLES OF APPLICATION IN EDUCATION METHOD OF INDUCTIVE LOGICAL INFERENCE.

2. EXAMPLES OF APPLICATION
IN EDUCATION
METHOD OF INDUCTIVE
LOGICAL INFERENCE.