Role and functions of the diversity of types and forms of knowledge in educational discourse

The article deals with the questions of diversity and specificity of various forms and types of knowledge. The article shows their place and role in educational discourse regarding it as a process of formation of the subject of cognition. The authors problematize the interrelations among cognition, science, knowledge and education as cognitive phenomena and forms of activities. They substantiate the need for an organic introduction to the educational discourse of the «how to know» aspect, the use of a variety of forms, types and methods of cognition. Knowledge in this case is represented by responsibility for being regarded as multidimensional, parametric and having a personal, subjective nature.