Abstract:
Based on the correlation and analysis of results of theoretical research on integrative thinking with data on the real picture of professional multidimensionality of language education teachers, the authors of the
article have come to the conclusion that the cognitive basis of formation of professional multidimensionality of a philologist is gained thanks to the integrative activity of the brain. The combination of several didactical functions, conjunction of solving several pedagogical tasks is implemented by the integrative activity of the brain through the afferent synthesis connected with checking, selection and synthesis of streams of nerve signals from various receptors relating to different
functions and production tasks of a multidimensional philologist. Functions of efferent integral and acceptor are connected with distribution of the nerve impulses predicting ways of combination of
didactical functions, conjunction of the solution of pedagogical tasks. Efferent-afferent convergence acts as some physiological mechanism of an acceptor of action result: prediction of the future result, intuition,
creativity and innovation necessary for functions combination and conjunction of tasks solution. The return afferentation is connected with control over adequacy of the planned purpose and the multidimensionality effect gained by a philologist from combining didactical functions and conjunction of solving pedagogical tasks. Will function of mentality is connected with ensuring necessary mental processes reaction rate, in particular, the speed of switching of attention and contextual-associative memory of a philologist from one kind of activity to another.
