Enactivism and the development of epistemic culture of educational psychologists in the master's program

Epistemic culture based on the principles of enactivism becomes an important component of professional development of a specialist (graduate of psychological and pedagogical master's degree programs), allowing educational psychologists not only to integrate diverse knowledge and practices, but also to actively participate in their formation. In the context of global changes and challenges faced by modern society, enactivism becomes an important tool for achieving high-quality education and training future specialists. The article considers the essence of modern enactivism as a philosophical direction and its significance for the development of epistemic culture of educational psychologists studying for a master's degree; the postulates (the postulate of the inseparability of subject and object; the postulate of cognition as action; the postulate of co-development; the postulate of embodiment or the postulate of embodiment) and principles (the principle of cognitive symbiosis; the principle of knowledge construction; the principle of the significance of experience and interaction; the principle of knowledge dynamism) of the enactive approach to the design and implementation of the educational process of the master's degree are presented. The author concludes: enactivist philosophy of knowledge, being included in the system of master's degree training of educational psychologists, contributes to the formation of their epistemic culture, characterized by reflexivity, creativity, holism, openness to dialogue, interaction and cooperation, which, in turn, ensures high quality psychological and pedagogical support of the individual in the conditions of increasing complexity and uncertainty of the modern world.