Evaluating the development of reflexive personality skills in the conditions of distance educational technologies

Introduction. The article examines the formation of cognitive foundations of individual’s intellectual potential and their ability to reflect and introspect. The purpose of the study is to determine and evaluate the characteristic features of the development of reflexive personality skills in the conditions of distance educational technologies. Materials and Methods. The methodology of the research includes a conceptual analysis and reviewing research papers focusing on cognitive development of the individual, the assessment of this development in a distance educational environment, and the specifics of the manifestation of reflexive cognitive processes. The philosophy of education as a methodological basis of the research involves the identification, evaluation and generalization of the main features of the development of reflexive individual skills in the conditions of distance educational technologies. Results. The authors consider reflection in the education system, on the one hand, as a process of understanding knowledge and information through study and comparison, on the other hand, as a principle of human thinking aimed at self-understanding and self-examination. The main content of a person's reflexive ability as a cognitive ability for critical self-examination is presented: developed human abilities to recognize and solve complex mental problems, developed imagination; an aptitude to introspection and critical thinking. The authors have identified the key problems in the development of reflexive personality skills in the conditions of distance educational technologies. They include a decrease in the quality of assimilation and understanding of information and knowledge; difficulties in retaining attention and implementing reflection in general; problems in the formation and implementation of personality self-organization, the development of self-control skills, the development of uncertainty in the positive result of cognitive activity and in their own capabilities. It is emphasized that the dissonance in the development of reflexive personality skills in the conditions of distance learning technologies contributes to a restrained attitude to online learning. Conclusions. The authors summarize the main features of the development of reflexive personality skills in the conditions of distance educational technologies.